Talking with Children: The Complementary Roles of Parents and Teachers     

GORDON WELLS 《English in Education》1978,12(2):15-38

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Max Wertheimer's PRODUCTIVE THINKING: A Neglected Foundation for the Discovery Approach in Teaching     

GORDON D. LAWRENCE 《Educational theory》1971,21(1):93-101

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Field Supervision of Counselors in Training: A Survey of the North Atlantic Region     

GORDON M. HART  ELIZABETH FALVEY 《Counselor Education & Supervision》1987,26(3):204-212

Most of the research on supervision has focused on supervisors in academic institutions (faculty members or doctoral students). In this article the authors describe a study in which they examined supervisors in community agencies where master's level counselors were assigned for practicum and internship training. The survey suggested that agencies were heavily invested in supervising graduate level counseling students and providing them with a rich clinical experience. Respondents typically had a master's degree, used various models of supervision, and provided feedback by means of self-report and audiotape or videotape review of counseling sessions. Results suggest that these supervisors had little contact with the concurrent academic supervisor and may have had little formal training in supervision. Implications of this survey include a need for more training for supervisors in graduate counseling programs and a need for more liaison between campus and field supervisors.  相似文献   

A THEORETICAL CONSIDERATION OF EDUCATIONAL ADMINISTRATION     

H. GORDON HULLFISH 《Educational theory》1958,8(2):65-75

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Inter-Ethnic Relations among Children at School: the perspectives of young people in Scotland     

MALCOLM HILL  CATHERINE GRAHAM  CATRIONA CAULFIELD  NICOLA ROSS  & ANITA SHELTON 《European Journal of Education》2007,42(2):267-279

In the UK, policies and academic writings about inter-ethnic relations have witnessed many changes in recent decades, with a growing focus on the effects of different forms of racism and anti-racism. Opinions have been diverse on the extent to which both the majority and minority populations should respect and adapt to each other's traditions. Relatively little research has been undertaken on the experiences and perceptions of children. This article reports on findings from three linked studies which highlight the viewpoints of white and minority ethnic children as they made the transition to secondary schools. With a few exceptions, the children felt that their schools respected their religious practices and other customs. Most children of minority backgrounds had mixed friendship groups and the range of achievements, experiences and attitudes in relation to school were largely unrelated to ethnic background. Hardly any young people saw teachers as overtly racist, though small numbers believed teachers discriminated in favour of other groups. Peer racism was endemic and reported to be more frequent in secondary school than primary school. Teacher responses were often seen as inadequate.  相似文献   

Educating Educators in a Volatile Climate — The Challenge of Modernising Higher Business Schools in Serbia and Montenegro     

GRAHAM HOLLINSHEAD 《European Journal of Education》2006,41(1):131-149

This study is set in the rapidly changing higher educational environment that has ensued in Serbia and Montenegro in the post Milošević era. Its primary focus is a 'Training Trainers' initiative, mounted by the GTZ (Deutsche Gesellschaft für Technische Zusammenarbeit/Society for Technical Co-operation), designed to upgrade the teaching capacity of academic representatives from four Serbian Higher Business Schools (HBS) in modern business and management education as part of a broader European project to foster democratic citizenship and to spur the political rehabilitation of Serbia. As a consultant employed by the GTZ to deliver a module in Human Resource Management (HRM) I was able to gain first hand insights into problems and issues associated with the assimilation and teaching of new business ideas by local experts. The article draws upon hermeneutic insight in order to understand the potential for misinterpretation and misunderstanding in intercultural educational dialogue in a particularly troubled economic, political and institutional climate. Although the module was perceived as being successful in it own right, institutional inertia in the field of education, cultural dissonance amongst primary stakeholders and an ethnocentric approach to programme formulation impeded the diffusion of new business knowledge into wider Serbian industrial structures. It is concluded that, in future, such initiatives would need to be more finely tuned to local circumstances and founded upon genuine dialogue between international educational actors.  相似文献   

Ethical Issues in Supervising Counseling Practitioners     

DeWAYNE KURPIUS  GORDON GIBSON  JOYCE LEWIS  MAUREEN CORBET 《Counselor Education & Supervision》1991,31(1):48-57

Major ethical issues related to training and supervising counseling practitioners are discussed including transference, dependency, and power in the supervisory relationship, dual relationships, stereotyping, and the imposition of the supervisor's beliefs on the supervisee. Suggestions for lessening the threat of ethical violations are identified.  相似文献   

An Islamic Art Project in Rural Humberside     

GORDON WILLIAMS 《The International Journal of Art & Design Education》1991,10(3):307-316

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THE EFFECT OF DIFFERENTIAL WEIGHTING OF INDIVIDUAL ITEM RESPONSES ON THE PREDICTIVE VALIDITY AND RELIABILITY OF AN APTITUDE TEST     

DARRELL L. SABERS  GORDON W. WHITE 《Journal of Educational Measurement》1969,6(2):93-96

An empirical investigation of the effect of choice weight scoring on predictive validity and reliability. Choice weight scoring refers to the procedure whereby different weights may be assigned to all the options of an item. Four groups of subjects were included in the experiment. Weights derived from each group were used to score tests for another group in order to assess the cross-validity of the weighted scoring. In no case did the increments in reliability and validity due to the weighted scoring exceed .03.  相似文献   

Continuing Professional Development: Outlook for Counselor Educators and Supervisors     

GORDON M. HART 《Counselor Education & Supervision》1978,18(2):116-125

This discussion of continuing professional development for counselor educators and supervisors is based on a study of six professional organizations and their programs of continuing professional development. The study was conducted by ACES's Commission on Professional Development. The commission concluded that most organizations have established offices and committees of members at the national level that administer programs; provide activities directly or sponsor activities conducted by other groups, such as private institutes, universities, and professional organizations; and in some cases offer awards for meeting specific criteria. Recommendations for ACES are to continue conducting specific workshops on selected topics and offer Continuing Education Units for participants, determine the impact of these activities on participants, develop criteria for the ACES Recognition Award in consultation with other organizations that have a similar award, consider sponsoring activities conducted by other groups, and survey the difficulties that a continuing-professional-development program may cause for persons with multiple membership in professional organizations.  相似文献