THE NATIONAL REFERENCE SCALE FOR READING: AN APPLICATION OF THE RASCH MODEL1     

R. ROBERT RENTZ  W. L. BASHAW 《Journal of Educational Measurement》1977,14(2):161-179

  相似文献   

1. THE DECLINE OF ARCHITECTURE     

ROBERT GARDNER-MEDWIN 《Higher Education Quarterly》1956,10(2):132-142

  相似文献   

The Properties of Relevance Between Philosophy and Education     

KENNETH ROBERT CONKLIN 《Educational theory》1968,18(4):356-364

  相似文献   

SOME EMPIRICAL RESULTS RELATED TO THE STABILITY OF PERFORMANCE INDICATORS IN DYER'S STUDENT CHANGE MODEL OF AN EDUCATIONAL SYSTEM     

ROBERT A. FORSYTH 《Journal of Educational Measurement》1973,10(1):7-12

Dyer, et al. (1967) have proposed a model for school system evaluation. The usefulness of the indices obtained from this model depend on the reliability or stability of the indices. This study presents evidence related to the stability of these indices when pupils and factors related to time are considered as sources of error.  相似文献   

The Effects of Leaderless Encounter Group Experiences on Helping Skills Training     

ANTHONY R. D'AUGELLI  ROBERT J. MEYER  KEVIN R. CONTER 《Counselor Education & Supervision》1977,17(2):92-97

The effects of an audiotaped leaderless encounter group on training in basic helping skills were examined. Trainees undergoing the Danish and Hauer (1973) training program were assigned to a weekly encounter group or to a didactic lecture-discussion group. No changes in trainees' self-actualization, trait or state anxiety, or rated verbal helping behavior were found due to participation in the encounter group. Significant positive changes in verbal helping behavior were found for all trainees. The importance of evaluating training experiences for helpers-in-training is noted.  相似文献   

A Model to Systematize Competencies in Counselor Education     

CARL H. CHIKO  ROBERT J. TOLSMA  SHARON E. KAHN  STEPHEN E. MARKS 《Counselor Education & Supervision》1980,19(4):283-292

A domain of 2,186 competency statements was collected from a survey of counseling professionals, liteature, and counselor education programs. An examination of these statements revealed they were written at various levels of specificity and often the areas of knowledge, skills, and personal characteristics were confounded within a single statement. A concept analysis showed that competency statements have not been written for all of the duties performed by counselors. This article presents a model to rewrite existing competency statements in a standardized format; eliminating the problems of nonspecific, confounded, and missing competencies. Examples of the application of the model are given.  相似文献   

Counselors and Client Confidentiality     

ROBERT E. BOYD  W. WESLEY TENNYSON  REYNOLD ERICKSON 《Counselor Education & Supervision》1973,12(4):278-288

The school counselors of one state were surveyed about the methods they employed in releasing pupil personnel information to requesting sources. Results indicated that while the methods used to release such data varied by type of information and requesting agency, complete confidentiality was rarely, if ever, extended to school-age clients. Information concerning the educational progress and vocational development of the client was most readily shared with others. While most requested information was released in some form, other school personnel were most likely to receive unabridged data.  相似文献   

Undergraduate Guidance Majors. Where Are They Now? A Five-Year Follow-Up     

ROBERT C. BERG  GARRY L. LANDRETH 《Counselor Education & Supervision》1980,19(3):177-181

  相似文献   

Memory Research in Counseling: A Perspective and Some Hypotheses     

ROBERT G. KRAFT  JOHN A. GLOVER  DAVID N. DIXON  CHARLES D. CLAIBORN  ROYCE R. RONNING 《Counselor Education & Supervision》1985,25(2):122-133

The purpose of this article is to outline a perspective for memory research in counseling. The primary audiences were graduate students and supervisors of students planning research plus counseling researchers interested in investigating memory issues in counseling. The importance of memory processes in counseling is briefly reviewed. The authors then present a broad perspective for memory research in counseling and levels of processing, and examine a series of hypotheses that are tied into current work in counseling. The overall heuristic of levels of processing is followed by an examination of the reformulations of the position and how these may result in testable counseling hypotheses. This type of thinking should be valuable to counselor educators as they conduct their own research and help their students plan research programs. In addition, there is potential for applications of memory research to training and practice.  相似文献   

The Role of Social Context and Serendipitous Events in Career Decision Making     

JIM?E.?H.?BRIGHTEmail author  ROBERT?G.?L.?PRYOR  SHARON?WILKENFELD  JOANNA?EARL 《International Journal for Educational and Vocational Guidance》2005,5(1):19-36

  相似文献