Through the Looking Glass: Reflecting on Counsellor Dreams for Enhanced Self-Care and Effective Practice     

Kathleen Beauchemin 《International journal for the advancement of counseling》2018,40(1):52-59

A wealth of information can be extracted from clients’ dream narratives. Few counsellors, however, recognize the significance of monitoring their own dreams. In this clinically-informed position paper, counsellors are urged to consider their own dream content. Self-awareness is vital to the therapeutic relationship, but also instrumental to the safety and well-being of counsellors themselves. Dreaming about one’s client can reflect troubled therapeutic rapport and highlight emotional or countertransference issues. Dreams can be harbingers of vicarious traumatization. Thus, counsellors are encouraged to reflect on their own dreams as a deliberate self-care initiative in order to promote a safe and effective practice.  相似文献   

The Developing Bilingual Brain: What Parents and Teachers Should Know and Do     

Kathleen A. J. Mohr  Stephanie M. Juth  Theresa L. Kohlmeier  Kayleen E. Schreiber 《Early Childhood Education Journal》2018,46(1):11-20

The field of neuroscience is now providing research findings about how the bilingual brain functions that can be used to promote richer and more successful dual-language development. This article summarizes recent research, then provides practical applications for parents and teachers of emergent bilinguals. Key understandings about how the brain processes first and subsequent languages are translated into ways to enrich instruction and family-based language and literacy experiences.  相似文献   

Training effects on Belgian preschool and primary school teachers’ attitudes towards the best practices for gifted children     

Carla Vreys  Gilles Ndanjo Ndungbogun  Tessa Kieboom  Kathleen Venderickx 《High Ability Studies》2018,29(1):3-22

Lack of knowledge of effective educational interventions for gifted children is a pressing problem in Belgian schools. Most preschool and primary school teachers enter the profession without any training in the best practices for gifted children. This results in many misconceptions about giftedness and gifted education and a diversity of well-intentioned but ineffective interventions in the classroom. In response to the request for help from many schools, the Belgian expertise center “Exentra” designed a professional training program for in-service teachers with the aim to increase teachers’ understanding of the characteristics and needs of gifted pupils, and help teachers develop the necessary confidence and skills to effectively teach the gifted in regular, mixed-ability classes. This study shows that the Exentra training is effective in changing teachers’ beliefs about gifted education and enhancing teachers’ knowledge, abilities, and self-esteem to effectively modify the curriculum for the more capable pupils in the classroom.  相似文献   

From the editors     

Kathleen Blake Yancey  Brian Huot 《Assessing Writing》1998,5(2):163-165

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An Integrative Approach to Portfolio Evaluation for Teacher Licensure   总被引：3，自引：0，他引：3  

Pamela A. Moss  Aaron M. Schutz  Kathleen M. Collins 《Journal of Personnel Evaluation in Education》1998,12(2):139-161

The purpose of our overall research agenda is to develop and evaluate a methodology for the assessment of teachers in which experienced teachers, serving as judges, engage in dialogue to integrate multiple sources of evidence about a candidate to reach a sound conclusion. The project that provides the venue for this research agenda is the Interstate New Teacher Assessment and Support Consortium (INTASC), which is developing a portfolio assessment system to assist participating states in making a decision about teacher licensure. To develop the theoretical foundation necessary to support and evaluate such dialogic and integrative assessment practices, we turn, in part, to the tradition of philosophical hermeneutics, as a complement to psychometrics. In this article, we characterize and assess the processes in which judges, trying out an integrative approach to portfolio evaluation for the first time, engage as they collaboratively construct and document their conclusions, and we locate this work in the larger research agenda. The premise of this project, which is being carefully evaluated in the course of inquiry, is that these integrative practices cannot only lead to an epistemologically sound evaluation of teaching but also promote an ongoing professional dialogue of critical reflection on teaching practice.  相似文献   

General Communication     

James A. Anderson  Roger D. Wimmer  Joseph R. Dominick  Jean Ward  Kathleen Hansen  Michael Rogers Rubin 《Communication Booknotes Quarterly》2013,44(11-12):127-129

COMMUNICATION RESEARCH: ISSUES AND METHODS by James A. Anderson (New York: McGraw-Hill, 1987--price not given)

MASS MEDIA RESEARCH: AN INTRODUCTION by Roger D. Wimmer and Joseph R. Dominick (Belmont, CA: Wadsworth, 1987---price not given)

SEARCH STRATEGIES IN MASS COMMUNICATION by Jean Ward and Kathleen Hansen (New York: Longman, 1986---$34.95/15.95)

THE KNOWLEDGE INDUSTRY IN THE UNITED STATES: 1960-1980 by Michael Rogers Rubin and Mary Taylor Huber (Princeton, NJ: Princeton University Press, 1986---$40.00)

KNOWLEDGE GENERATION, EXCHANGE, AND UTILIZATION edited by George M. Beal, et al. (Houlder,CO: Westview Press, 1986---$38.00, paper)

OVERLOAD AND BOREDOM: ESSAYS ON THE QUALITY OF LIFE IN THE INFORMATION SOCIETY by Orrin K. Klapp (Westport, CT: Greenwood Press, 1986---$29.95)

INTERNEDIA: INTERPERSONAL COMMUNICATION IN A MEDIA WORLD edited by Gary Gumpert and Robert Cathcart (New York: Oxford University Press, 1986---$16.95, paper)

MAPPING THE INFORMATION BUSINESS by John McLaughlin and Anne Lousie Antonoff (Cambridge: Harvard University Program on Information Resources Policy, 1986---price not given, paper)  相似文献   

Intergenerational,Community‐Based Learning and Science Education     

James J. Gallagher  Kathleen Hogan 《科学教学研究杂志》2000,37(2):107-108

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Eleven techniques to jump-start performance dialogue     

Kathleen M. Wilburn  H. Ralph Wilburn 《Performance Improvement》1998,37(1):24-26

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A behavior systems view of responding to probe stimuli during an interfood clock     

Kathleen M. Silva  William Timberlake 《Learning & behavior》1998,26(3):313-325

Two experiments used a behavior systems approach to relate the form of responses during an interfood clock to the temporal distance of the individual clock stimuli to food. Stimuli proximate to food should better control a focal search mode and related responses, whereas stimuli temporally distant from food should better control a general search mode and related responses. Experiment 1 conditioned two groups of rats with a sequence of four equal-length 12-sec clock stimuli that terminated with food and then tested for the conditioning of a general search mode by presenting an unconditioned moving probe stimulus (either a rolling ball bearing or a rotating mechanical door) during each of the clock stimuli. Consistent with a behavior systems view, contact with the ball bearing was markedly greater during a clock stimulus distant from food. The absence of similar differential contact of the door across the clock stimuli showed that the effect was specific to the ball bearing rather than a general response to stimulus dimensions of movement and sound. Experiment 2 showed that the general search mode was controlled by the clock stimulus rather than the passage of time.  相似文献   

Conflict Resolution & Recognition of Diversity via an Art Experience     

Kathleen E Connors 《The International Journal of Art & Design Education》1998,17(3):275-282

Most school districts in our world expect teachers and students to behave in a manner that promotes tolerance and peaceful conflict resolution. This is not always easily accomplished, mostly because few have had any formal training in issues of diversity and conflict resolution beyond conventional life situations, and issues and circumstances reach crisis levels before they are addressed. Students and teachers and the communities in which they function need to have an ongoing dialogue that progressively helps all to understand and deal with issues of diversity and conflict. An established means to understanding who we are and why we do what we do is to generate an aesthetic distance to observe for understanding those and that which we call ‘other.’ This workshop was an encounter with ‘others’ (flora, fauna, cultures, social constructs%) whom we created (and whom we implicitly re-presented as metaphors for ourselves and ‘others’ in our world) through the making of a three-dimensional mural of four separate geophysical regions with four distinct cultures that have never encountered one another. How they eventually encounter one another and what occurs because of this encounter is the mirror each group holds up to itself. Subsequent discussion encompasses not only the hypothetical cultures and how their members dealt with the challenges of change, disaster, and forced integration but also how or if the people within the workshop groups co-operated or resolved conflict to create the murals and their cultural representations.  相似文献