Small Group Discussion     

RICHARD W. MILLS 《English in Education》1974,8(2):10-20

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The Concept of Identity.     

RICHARD SWINBURNE 《Philosophical Books》1983,24(1):54-56

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Reviews: Editorial     

D. HICKMAN RICHARD  SMITH FRASER 《The International Journal of Art & Design Education》1993,12(2):241-242

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Conscience     

RICHARD BELLAMY 《Philosophical Books》1992,33(1):17-19

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Skills: the middle way   总被引：1，自引：0，他引：1  

RICHARD SMITH 《Journal of Philosophy of Education》1987,21(2):197-201

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Teaching a Course in Counseling Theories and Practice: Description and Evaluation     

HARMAN BURCK  EDWARD JACOBS  RICHARD SAUBER  WINIFRED STONE  WILLIAM THOMSON 《Counselor Education & Supervision》1973,12(3):162-171

This article describes and evaluates an innovative way to teach a counseling theories and practices course to beginning counseling students. Cognitive and affective learning processes, continuous and systematic feedback, small group dynamics, and a cross-sectional approach to teaching theoretical concepts and techniques are described. This approach was implemented by using the following instructional format: didactic, demonstration, task simulation, and self-exploration. Evaluation included self—peer, student-staff, and staff-student evaluations and used measures obtained from six instrumented indices. Results suggest that this approach might be a useful alternative to teaching the traditional didactic course in theories and practices of counseling.  相似文献   

ACCURACY OF SHORT-CUT ESTIMATES FOR STANDARD DEVIATION     

DARRELL L. SABERS  RICHARD D. KLAUSMEIER 《Journal of Educational Measurement》1971,8(4):335-339

The accuracy of short-cut estimates of standard deviation was investigated for distributions of raw scores on classroom tests and computer generated samples. Estimates proposed by Mason and Odeh, Jenkins, Diederich, Ebel, and Davenport were compared for relative accuracy in three studies. The loss in accuracy due to short-cut methods versus the conventional statistic ranged from 0 to 7,8%. Based on the findings of these studies, it is recommended that a shortcut method for computing standard deviations he included in courses where the conventional formula is taught.  相似文献   

ANOTHER LOOK AT “CULTURAL FAIRNESS”1     

RICHARD B. DARLINGTON 《Journal of Educational Measurement》1971,8(2):71-82

Four definitions of “cultural fairness” are examined and found to be not only mutually contradictory (for reasons which are explained), but all based on the false view that optimum treatment of cultural factors in test construction or test selection can be reduced to completely mechanical procedures. If a conflict arises between the two goals of maximizing a test's validity and minimizing the test's discrimination against certain cultural groups, then a subjective, policy-level decision must be made concerning the relative importance of the two goals. The terms in which this judgment should be made are described, and methods are described for entering the result of this judgment into mechanical procedures for constructing a “culturally optimum” test. Such a test will not necessarily fit any of the four definitions of “cultural fairness.”  相似文献   

The School Counselor's Role in Special Education     

MARJEAN S. LEBSOCK  RICHARD R. DEBLASSIE 《Counselor Education & Supervision》1975,15(2):128-134

The purpose of this study was (a) to survey school counselor preparation and perceived and projected role in serving special education students in the southwestern region of the United States; and (b) to determine the status of counselor education programs throughout the nation in preparing counselors to effectively serve exceptional students. The results indicated that 50 percent of the school counselor sample advocated additional involvement with exceptional students, 43 percent felt inadequately prepared to deal effectively with exceptional students, and 60 percent would be more willing to serve exceptional students if their training in special education had been more extensive.  相似文献   

Toward a Unified Consciousness Theory     

RICHARD H. JOHNSON 《Counselor Education & Supervision》1977,16(4):246-256

Although research and personal experiences are indicating that telepathy, clairvoyance, psychokinesis, and healing may be more common than previously believed, human development continues to be viewed primarily from physical or cognitive frameworks. These traditional theories are not comprehensive enough to include many human phenomena. As a result many people label these phenomena as extrasensory or paranormal and presume that they exist in only rare cases, if at all. Counselors are not trained to recognize or deal with such phenomena. The beginning of a holistic theory that can treat paranormal phenomena as normal human development is presented. Implications for counseling, counselor education, and counselor supervision are discussed.  相似文献