THE CONTRIBUTION OF ACADEMIC INTEREST MEASURES TO THE DIFFERENTIAL PREDICTION OF MARKS     

MARTIN KATZ  LILA NORRIS 《Journal of Educational Measurement》1972,9(1):1-11

In a study of differential predictions of course marks in grades 12 and 13 interest measures were found to add appreciably to differential validities, particularly at the high school level. Differential validities remained quite low; however–typically in the .20's and .30's-probably because of high intercorrelations among the criteria. The relationship between intercorrelations of actual criteria and intercorrelations of predicted criteria was examined, and the implications of this relationship for differential validities were discussed.  相似文献   

Dual-Focus Supervision: A Nonapprenticeship Approach     

MARTHA C. McBRIDE  G. ERIC MARTIN 《Counselor Education & Supervision》1986,25(3):175-182

This article provides a professional model for practicum supervision using supervisors with equal responsibility and status. The authors discuss the influence of preprofessional guilds on practicum supervision and cite the major tenets that distinguish a profession from a guild. A model that attempts to meet some of the deficiencies identified in the literature on practicum supervision is proposed. With this model we stress the use of professional knowledge in both the content and process of practicum supervision. Dual-focus supervision is seen as the integration and application of two approaches to practicum supervision. Theory congruency is defined as the ability to translate espoused theory into practice. Interpersonal dynamics refers to the ability to recognize and attend to the impact of the counselor's and the client's behavior on each other. The application of the model is described, and examples from the use of the model are given. Student comments tended to support their satisfaction with the dual-supervision model. The model was seen to produce changes in trainee behavior and in supervisor behavior.  相似文献   

Current Use of the DSM-III-R in Counselor Education     

MARTIN H. RITCHIE  NICK J. PIAZZA  JOHN C. LEWTON 《Counselor Education & Supervision》1991,30(3):205-211

A survey of 146 counselor education programs revealed that most teach the Diagnostic and Statistical Manual of Mental Disorders (3rd edition, revised) as part of practicum or internship; few offer a separate course.  相似文献   

RESPONSE TO THE PRESIDENTIAL ADDRESS     

MARTIN LEVIT 《Educational theory》1966,16(4):315-317

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Is Christian Education Compatible With Science Education?     

MARTIN  MICHAEL 《Science & Education》1997,6(3):239-249

Science education and Christian education are not compatible if byChristian education one means teaching someone to be a Christian. Onegoal of science education is to give students factual knowledge. Even whenthere is no actual conflict of this knowledge with the dogmas ofChristianity, there exists the potential for conflict. Another goal ofscience education is to teach students to have the propensity to be sensitiveto evidence: to hold beliefs tentatively in light of evidence and to rejectthese beliefs in the light of new evidence if rejection is warranted by thisevidence. This propensity conflicts with one way in which beliefs are oftentaught in Christian education: namely as fundamental dogmas, rather than assubject to revision in the light of the evidence.  相似文献   

The Inclusion of Women's and Gender Issues in Counselor Education Programs: A Survey     

PAULA J. DUPUY  MARTIN H. RITCHIE  ELLEN PIEL COOK 《Counselor Education & Supervision》1994,33(4):238-248

The results of a survey of 120 counselor education programs on the inclusion of women's and gender issues in counseling curricula are presented.  相似文献   

The perfect lie: Sandee Chan and lesbian representability in Mandarin pop music     

Fran MARTIN 《Inter-Asia Cultural Studies》2013,14(2):264-279

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Education without Moral Worth? Kantian Moral Theory and the Obligation to Educate Others     

CHRISTOPHER MARTIN 《Journal of Philosophy of Education》2011,45(3):475-492

This article examines the possibility of a Kantian justification of the intrinsic moral worth of education. The author critiques a recent attempt to secure such justification via Kant's notion of the Kingdom of Ends. He gives four reasons why such an account would deny any intrinsic moral worth to education. He concludes with a tentative justification of his own and a call for a more comprehensive engagement between Kant's moral theory and the philosophy of education for purposes of understanding what constitutes the moral core of education.  相似文献   

Lawless Mind     

JOHN MARTIN FISCHER 《Philosophical Books》1991,32(4):240-241

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The Forms of Knowledge Again     

MARTIN SIMONS 《Educational Philosophy and Theory》1975,7(2):39-46

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