The Skilled Counselor Training Model: Skills Acquisition,Self‐Assessment,and Cognitive Complexity     

Cassandra Little  Jill Packman  Marlowe H. Smaby  Cleborne D. Maddux 《Counselor Education & Supervision》2005,44(3):189-200

The authors evaluated the effectiveness of the Skilled Counselor Training Model (SCTM; M. H. Smaby, C. D. Maddux, E. Torres‐Rivera, & R. Zimmick, 1999) in teaching counseling skills and in fostering counselor cognitive complexity. Counselor trainees who completed the SCTM had better counseling skills and higher levels of cognitive complexity than did counselor trainees who did not receive the training. Before training, both experimental and control group participants overestimated their skills performance. The control group persisted in this overestimation after training, whereas students who completed the SCTM had a much more accurate self‐assessment. Results suggest that skills‐based training may improve counseling skills and cognitive complexity in counselor trainees.  相似文献   

God: I. The father     

Rev. L.W. Grensted D.D. 《British Journal of Religious Education》1942,9(2):45-50

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Personality structure in middle childhood and the prediction of school achievement and adjustment     

J D Hundleby  R B Cattell 《Monographs of the Society for Research in Child Development》1968,33(5):1-61

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Assessment systems in Florida designed to link teacher performance assessment, professional development, and school improvement     

D. L. Gardner 《Journal of Personnel Evaluation in Education》1993,7(3):207-216

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陆地卫星MSS影象目视解译在土地资源调查中局限性的讨论     

路桂珍 《安徽科技学院学报》1991,(2)

简述陆地卫星多光谱扫描(MSS)影象的特点,着重介绍陆地卫星多光谱扫描影象适用于中、小比例尺的土地资源凋查  相似文献   

Interactive Influences of Perceived Social Contexts on the Reading Achievement of Urban Middle Schoolers with Learning Disabilities     

Jane E. Fleming  Thomas D. Cook  C. Addison Stone 《Learning disabilities research & practice》2002,17(1):47-64

This study examined the effects of social influences in the lives of an ethnically diverse sample of fifth through eighth grade students with and without learning disabilities (LD) using survey data and academic achievement scores collected in 19 Chicago public schools from 1993–1997. Similarities and differences in student perceptions of school, family, and peer group contexts were examined. In addition, longitudinal data were analyzed using hierarchical linear modeling (HLM) to identify contextual influences on changes in student reading achievement over time. Comparisons of student responses confirm and extend existing findings in the literature concerning the perceptions of students with LD of their social environments. In particular, having a learning disability was associated with consistent, mostly negative, effects on social relations across the contexts of students’ lives, regardless of gender, race, grade, and socioeconomic status. In addition, student perceptions of their friendship groups were found to have small, but significant, effects on their growth in reading achievement over the course of middle school. While students with and without LD had somewhat different views of their social contexts, the processes working within these environments appeared to affect their reading achievement in similar ways. The results suggest that careful attention should be paid to the social contexts of students’ lives when planning academic interventions.  相似文献   

The use of contextual interference trials by mildly mentally handicapped children     

D L Porretta  K O'Brien 《Research quarterly for exercise and sport》1991,62(2):240-244

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Description of knowledge structures within a concept-based curriculum framework     

C D Ennis  L K Mueller  W Zhu 《Research quarterly for exercise and sport》1991,62(3):309-318

The development of declarative knowledge was examined within the parameters of movement-based curricula. Declarative knowledge represents factual or foundational knowledge frequently articulated as curriculum content. A semantic ordered tree technique was used to investigate the knowledge structures of three groups of teacher preparation subjects (novice, coursework, student teacher) and one group of elementary physical education teachers (experts). Structures were examined based on frequency and coherence criteria. ANOVA was used to examine differences between groups. Results suggested that declarative knowledge appeared to develop in complexity from novice to expert within the parameters of concept-based movement curricula. The Active Structural Networks Theory was used to interpret structural development through the accretion, tuning, and restructuring phases. Knowledge structures of the novice and coursework groups seemed to represent accretion, whereas those of student teachers and experts represented tuning and restructuring.  相似文献   

Where Did All the Data Go? Internet Security for Web‐Based Assessments     

Mark D. Shermis  Jason Averitt 《Educational Measurement》2002,21(2):20-25

The purpose of this article is to enumerate a series of security steps that might be taken by those researchers or organizations that are contemplating web-based tests and performance assessments. From a security viewpoint, much of what goes on with web-based transactions is similar to other general computer activity, but the recommendations here focus on what can be done to avoid the loss, compromising, or modification of data collected by or stored through the Internet.  相似文献   

Letters     

Mark D. Reckase 《Educational Measurement》1997,16(3):30-30

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