Pedagogy in Counselor Education: A 10‐Year Content Analysis of Journals          下载免费PDF全文

Casey A. Barrio Minton  Carrie A. Wachter Morris  LaToya D. Yaites 《Counselor Education & Supervision》2014,53(3):162-177

This content analysis includes 230 peer‐reviewed articles regarding teaching and learning published in journals of the American Counseling Association and its divisions between January 2001 and December 2010. Results include examination of focus, pedagogical foundations, and the methodologies used. Implications for the scholarship of teaching and learning in counselor education are discussed.  相似文献   

FORMATIVE,INFORMATIVE, AND SUMMATIVE ASSESSMENT: THE RELATIONSHIP AMONG CURRICULUM‐BASED MEASUREMENT OF READING,CLASSROOM ENGAGEMENT,AND READING PERFORMANCE     

Gwen C. Marchand  Carrie J. Furrer 《Psychology in the schools》2014,51(7):659-676

This study explored the relationships among formative curriculum‐based measures of reading (CBM‐R), student engagement as an extra‐academic indicator of student motivation, and summative performance on a high‐stakes reading assessment. A diverse sample of third‐, fourth‐, and fifth‐grade students and their teachers responded to questionnaires about student engagement in academic tasks. These questionnaires were collected about the same time as fall CBM‐R oral reading fluency and maze screening tasks. Results indicated that fall student and teacher reports of engagement and a composite score of reading competence derived from CBM‐R screening tests uniquely predicted student performance on year‐end standardized reading tests. Profile analyses indicated that student engagement was associated with better reading performance among students with low competence, suggesting that engagement may be particularly important for increasing student performance for struggling readers. Implications for interventions targeting both student motivation, as well as reading skill development, are discussed.  相似文献   

The preparation of school psychologists for crisis intervention     

Melissa Allen  Annette Jerome  Adrianne White  Stephanie Marston  Shannon Lamb  Debbi Pope  Carrie Rawlins 《Psychology in the schools》2002,39(4):427-439

School psychologists (N = 276, 81% return rate) were surveyed regarding the following aspects of crisis intervention: (a) university preparation, (b) continuing professional development, and (c) current involvement with school crisis plans and crisis teams. Of those receiving university training, 58% believed they were minimally prepared or not at all prepared to deal with school crises. Only 2% reported being well prepared or very well prepared. Data analyses indicated increased university training in recent years, particularly with practicum/internship experiences related to crisis intervention. Approximately 81% of school psychologists participated in local training for crisis intervention as part of continuing professional development. Although 91% of school psychologists worked in districts with crisis plans in place, only 53% participated on crisis teams. Suicide, violence, and school district crisis plans were recommended as high priority topics for future academic training. © 2002 Wiley Periodicals, Inc.  相似文献   

The Role of Generational Status,Self‐Esteem,Academic Self‐Efficacy,and Perceived Social Support in College Students' Psychological Well‐Being     

Chia‐Chih DC Wang  Carrie Castañeda‐Sound 《Journal of College Counseling》2008,11(2):101-118

This study examined the influences of generational status, self‐esteem, academic self‐efficacy, and perceived social support on 367 undergraduate college students' well‐being. Findings showed that 1st‐generation students reported significantly more somatic symptoms and lower levels of academic self‐efficacy than did non‐1st‐generation students. In addition, students' generational status was found to moderate predictive effects of perceived family support on stress. Implications for professional practices, limitations, and directions for future research are discussed.  相似文献   

New Systems Produced by Systemic Change     

Wendy Battino  Jo Clem  Renate N. Caine  Charles M. Reigeluth  Carrie Chapman  David J. Flinders  Larissa V. Malopinsky 《TechTrends》2006,50(2):51-56

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Literature review: the gap between mentoring theory and practice for diverse women faculty     

Carrie Graham 《Mentoring & Tutoring: Partnership in Learning》2019,27(2):131-143

Mentoring remains a beneficial resource for faculty career advancement. Yet, women faculty across African, Latinx, Asian, and Native American Diasporas often report their career advancement needs are unfulfilled by mentors. As a result, a gap exists between mentoring theory and practical application in higher education. Some scholars identified one factor contributing to this gap is Caucasian mentors not addressing faculty gendered and ethnic intersectional identity and the implications of that identity in the professoriate. Also, mentoring literature discussions omit the importance of facilitating learning, particularly when exploring the needs of women faculty across ethnic groups. I explored the gap between the proposed functions of mentoring and the challenges of cross-cultural mentoring and learning as a component of mentoring. The aim is to bridge the gap between theory and practice by providing readers with key mentor behaviors identified in qualitative and quantitative research that facilitate learning.  相似文献   

Nontraditional Students' Service Needs and Social Support Resources: A Pilot Study     

Stephanie San Miguel Bauman  Nina Wang  Carrie Wester DeLeon  Judith Kafentzis  MariaAnita Zavala‐Lopez  Mary Sue Lindsey 《Journal of College Counseling》2004,7(1):13-17

In response to a mail survey, 53 nontraditional undergraduates provided information about their reasons for reentering college, the likelihood of using services for nontraditional students, and sources of social support. Participants reported career, self‐improvement, and family issues as primary reasons for reentry. They reported they would be likely or very likely to use campus services, especially career counseling. More than 60% reported strong social support from family and friends.  相似文献   

A national perspective on teachers' efficacy beliefs in deaf education     

Garberoglio CL  Gobble ME  Cawthon SW 《Journal of deaf studies and deaf education》2012,17(3):367-383

Teachers' sense of efficacy, or the belief that teachers have of their capacity to make an impact on students' performance, is an unexplored construct in deaf education research. This study included data from 296 respondents to examine the relationship of teacher and school characteristics with teachers' sense of efficacy in 80 different deaf education settings in the US. Deaf education teachers reported high overall efficacy beliefs but significantly lower efficacy beliefs in the area of student engagement than in instructional strategies and classroom management. Teachers' years of experience showed a significant relationship with efficacy beliefs, yet it was the teachers' perceived collective efficacy of their educational setting that ultimately predicted teachers' sense of efficacy. These findings lend credence to the need for further examination of school processes that influence teacher beliefs and attitudes in deaf education settings.  相似文献   

Conditioning-specific reflex modification of the rabbit (Oryctolagus cuniculus) nictitating membrane response is sensitive to context     

Schreurs BG  Gonzalez-Joekes J  Smith-Bell CA 《Learning & behavior》2006,34(3):315-324

Conditioning-specific reflex modification occurs when an unconditioned response is modified in theabsence of the conditioned stimulus as a result of pairings of the conditioned stimulus and an unconditioned stimulus. In two experiments, we assessed conditioning-specific reflex modification in either a novel context (Experiment 1) or a context different from, but equally familiar in relation to, the training context (Experiment 2). Conditioning-specific reflex modification did not demonstrate sensitivity to a novel context but did demonstrate sensitivity to a change in familiar context. The data cannot be explained by unconditioned stimulus preexposure, overtraining, or context insensitivity. The results suggest that conditioning-specific reflex modification models normal stress and may be used to evaluate theories of and treatments for posttraumatic stress disorder.  相似文献