Initial Exploration of Therapeutic Presence Pedagogy in Counselor Education     

Jude T. AustinII  Julius A. Austin 《International journal for the advancement of counseling》2018,40(4):481-500

A qualitatively modified Delphi approach was used to operationalize therapeutic presence so that it can be further studied as it relates to counselor training and therapeutic outcomes. A total of 12 counselors and counselor educators with over 200 combined years of experience in counselor education participated in this study. The results include a definition of therapeutic presence geared toward counselors-in-training, 13 recognizable signs of students’ expressed therapeutic presence in session, and 17 suggestions for counselor educators to help students develop therapeutic presence. We also discuss implications and recommendations for further investigation.  相似文献   

Desirable organisational masculinities: competition and entrepreneurialism in schools of construction in further education colleges     

Damien Page 《British Journal of Sociology of Education》2014,35(6):895-913

This article presents findings from a study of heads of construction schools within 14 further education colleges. Moving from a culture of hyper-masculinity, of tough, dirty work, construction lecturers and managers have to renegotiate their identity and work practices to become congruent with the inclusiveness of further education, leaving behind the aggression and discrimination embedded within the discourses and behaviours of the building site. However, they do bring with them desirable organisational masculinities, competitiveness and entrepreneurialism, that are highly valued by the contemporary college. The article presents findings of competitive and entrepreneurial practices in schools of construction and discusses the key role heads of construction play in bringing together multiple masculinities for the benefit of their school and their learners.  相似文献   

Probability puppets     

Randall E. Groth  Jathan W. Austin  Madeline Naumann  Megan Rickards 《Teaching Statistics》2019,41(2):54-57

We describe how we used puppets as tools to draw 9 to 10‐year‐old students into conversations about probability. Puppets supported classroom discourse by putting forth probabilistic arguments for critique, introducing extreme and unusual examples of concepts, and introducing an element of surprise.  相似文献   

Writing instruction in first grade: an observational study     

David L. CokerJr.  Elizabeth Farley-Ripple  Allison F. Jackson  Huijing Wen  Charles A. MacArthur  Austin S. Jennings 《Reading and writing》2016,29(5):793-832

As schools work to meet the ambitious Common Core State Standards in writing in the US, instructional approaches are likely to be examined (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010). However, there is little research on the current state of instruction. This study was designed to provide a comprehensive analysis of first-grade writing instruction across 13 schools in one state in the US. Daylong observations were conducted four times during the year in 50 first-grade classrooms. Using a time-sampled, observational protocol, observers coded multiple dimensions of instruction, including grouping, instructional focus, teacher instructional activity, and student writing activity. Results revealed that writing was taught for less than 30 min a day on average, and instruction in skills or process writing was common. Most instruction was organized in whole-class settings with teachers either presenting information or asking students questions. Variability in the amount and focus of writing instruction and in student writing activity was examined at the classroom and school levels. A small number of classrooms and schools were identified with distinctive patterns in their approach to instruction and writing activity. Several moderate relationships were found between the writing instructional focus and the nature of student writing. These findings suggest that first-grade writing instruction is inconsistent across classrooms and schools and point to instructional implications for teachers and schools in the US.  相似文献   

Can Examinees Use Judgments of Item Difficulty to Improve Proficiency Estimates on Computerized Adaptive Vocabulary Tests?     

Walter P. Vispoel  Sara J. Clough  Timothy Bleiler  Amy B. Hendrickson  Damien Ihrig 《Journal of Educational Measurement》2002,39(4):311-330

Recent simulation studies indicate that there are occasions when examinees can use judgments of relative item difficulty to obtain positively biased proficiency estimates on computerized adaptive tests (CATs) that permit item review and answer change. Our purpose in the study reported here was to evaluate examinees' success in using these strategies while taking CATs in a live testing setting. We taught examinees two item difficulty judgment strategies designed to increase proficiency estimates. Examinees who were taught each strategy and examinees who were taught neither strategy were assigned at random to complete vocabulary CATs under conditions in which review was allowed after completing all items and when review was allowed only within successive blocks of items. We found that proficiency estimate changes following review were significantly higher in the regular review conditions than in the strategy conditions. Failure to obtain systematically higher scores in the strategy conditions was due in large part to errors examinees made in judging the relative difficulty of CAT items.  相似文献   

Self-care and entrepreneurism: an ethnography of soft skills development for higher education staff     

Alison Fixsen  Steven Cranfield  Damien Ridge 《Studies in Continuing Education》2018,40(2):181-197

Despite the ubiquity of staff soft skills programmes, few studies have examined why and how academic and corporate services staff utilise these programmes for self-care/governance. This study reports on findings from an ethnography of soft skills learning and development programmes (LDPs) in a UK university, focusing on interviews with programme participants and facilitators. Results suggest that, as social worlds with neoliberal directives, LDPs promote various self-governance activities in the form of entrepreneurism and novel, corporate versions of self-care. Time on LDPs was seen as a chance to, ‘put oneself first,’ examine career options and cultivate sought-after attributes, including self-confidence and assertiveness. Social networking and performance management also emerged as significant issues. Career development was important for all participants; however, perceptions of how to realise this differed. Based on our findings, we propose three types of work-related performance – ‘career nomad,’ ‘reluctant entrepreneur,’ and ‘course hopper’ – constituting a typology for understanding social worlds inhabited by contemporary university professionals. Our study suggests that self-care ‘technologies’ have multiple, competing functions in continuing professional education. While LDPs can help professionals navigate paths through increasingly challenging organisations, their entrepreneurial ethos and content reflect the market interests they serve.  相似文献   

Departments Can Develop Teaching Identities of Graduate Students     

K. Denise Kendall  Matthew L. Niemiller  Dylan Dittrich-Reed  Lacy D. Chick  Lauren Wilmoth  Austin Milt  Melissa Burt  Nick Lopes  Lisa Cantwell  Laura Rubio  Amanda Allison  Elisabeth E. Schussler 《CBE life sciences education》2013,12(3):316-317

  相似文献   

A comparison of the influence of government policy on information and communications technology for teacher training in England and Northern Ireland     

Michelle Selinger  Roger Austin 《Technology, Pedagogy and Education》2013,22(1):19-38

Abstract

This article examines the introduction of national standards and guidelines for the use of information and communications technology (ICT) in initial teacher training in England and Northern Ireland. The context for the increased focus on ICT in teacher education is described for each part of the United Kingdom (UK). Comparisons are drawn between the two areas of the UK to show how schools and teacher training institutions have attempted to meet the standards within each political context by examining the positive features of three case teacher training courses, two in England and one in Northern Ireland. From this, inferences are drawn about the level of intervention by Government and whether greater government control has reduced or increased the integration of ICT into the cycle of teaching and learning.  相似文献   

3. Telecommunications/Information     

Bruce A. Austin  Robert Huesca 《Communication Booknotes Quarterly》2013,44(4):224-226

Carteles de la Epoca de Oro del Cine Mexicano / POSTER ART FROM THE GOLDEN AGE OF MEXICAN CINEMA by Rogelio Agrasanchez, Jr. (Harlingen, TX: Archivo Filmico Agrasanchez, University de Guadalajara, Instituto Mexicano de Cinematografia/Austin, TX: University of Texas Press, 1997‐$40.00, ISBN 0–292–70485–2, 199 pp., photographs, index)

PODER POLIÍTICO Y COMUNICACIÓN / POLITICAL POWER AND COMMUNICATION by Oswaldo Capriles Arias (Caracas: Universidad Central de Venezuela, Consejo de Desarrollo Cientifico y Humanistico “Colección Monografias 55,”; 1996‐no price available, ISBN 980–00–0978–7, 282 pp., notes, appendices)

ECONOMIA POLÍTICA DAS TELECOMUNICACÓES, DA INFORMACÁO, E DA COMUNICACÓA / POLITICAL ECONOMY OF COMMUNICATION, INFORMATION, AND TELECOMMUNICATIONS edited by César Ricardo Siqueira Bolaño (Sáo Paulo: INTERCOM “Colecáo GT's Intercom 5,”; 1995‐no price available, no ISBN [OCLC 35889473], 170 pp., notes, tables)

ESTADO E CINEMA NO BRASIL / THE STATE AND CINEMA IN BRAZIL by Anita Simis (Sáo Paulo: Annablume Editora “Selo Universidade, Ciencias Sociais 51,”; 1996‐no price available, ISBN 8–5855–9669–3, 312 pp., tables, notes, illustrations, photographs)

LA CULTURA DA TRABAJO: ENTRE LA CREACIÓN Y EL NEGOCIO: ECONOMIA Y CULTURA EN EL URUGUAY / CULTURE CREATES JOBS: BETWEEN CREATIVITY AND BUSINESS: CULTURE AND THE ECONOMY IN URUGUAY by Luis Stolovich, Graciela Lescano, and José Mourelle (Montevideo: Editorial Fin de Sigio “Colección Referencias,”; 1997‐no price available, ISBN 9974–49–107‐X, 329 pp., tables, figures, notes)

UN MUNDO SIN PERIODISTAS: LAS TORTUOSAS RELACIONES DE MENEM CON LA LEY, LA JUSTICIA Y LA VERDAD / A WORLD WITHOUT JOURNALISTS: THE TORTUROUS RELATIONS OF MENEM WITH THE LAW, JUSTICE AND TRUTH by Horacio Verbitsky (Buenos Aires: Editorial Pianeta, 1997‐no price available, ISBN 950–742–886–0, 430 pp., appendices)  相似文献   

General Film     

Douglas Gomery  Peter Cowie  Bruce A. Austin 《Communication Booknotes Quarterly》2013,44(10):111-112

INTERNATIONAL FILM GUIDE 1985 by Peter Cowie (New York: New York Zoetrope, 1985 ---$12.95, paper)

CURRENT RESEARCH IN FILM: AUDIENCES, ECONOMICS AND LAW, Volume I, edited by Bruce A. Austin (Norwood, NJ: Ablex, 1985 ---$29.50)  相似文献