A Grounded Theory of Counseling Students Who Report Problematic Peers          下载免费PDF全文

Lindy K. Parker  Catherine Y. Chang  Kimere K. Corthell  Maggie E. Walsh  Greg Brack  Natalie K. Grubbs 《Counselor Education & Supervision》2014,53(2):111-125

All counselors, including students, are responsible for intervening when a colleague shows signs of impairment. This grounded theory study investigated experiences of 12 counseling students who reported problematic peers. An emergent theory of the peer reporting process is presented, along with implications for counselor educators and suggestions for future research.  相似文献   

Reaching students: lessons from a writing centre     

Cathy Hutchings 《高等教育研究与发展》2006,25(3):247-261

Globally, universities today are attracting students from widely diverse language and cultural backgrounds. However, whilst there are many well‐intentioned and supportive institutional endeavours under way, in most cases, it is still apparent that students with certain background characteristics are more successful than others. Disparities that exist in perceptions of institutional provision and expectations are problematic for certain students and, indeed, for the universities themselves. An examination of students’ learning behaviours and attitudes may give indications as to where solutions lie. The writing centres of these institutions are ideally placed to explore such factors, due to the individual nature of their work with students and the data kept with regard to this work. In an analysis of consultants’ reports on their observations of students’ behaviours and difficulties arising in consultations at one writing centre, I examine aspects of students’ management of and relationships within their learning, and how these affect control of their texts. Through an understanding of students’ practices and needs, I highlight implications for development of students’ learning in the broader institution.  相似文献   

Building a new culture of teaching & learning     

Pat Hutchings 《About Campus》1996,1(5):4-8

The search is on for new and powerful ways to engage students, but today's campuses need more than new techniques. They need to build a culture where these new approaches can take hold and thrive.  相似文献   

The meaning of adventurous activities for 'women in the outdoors'     

Maggie Boniface 《Journal of Adventure Education & Outdoor Learning》2006,6(1):9-24

Adventurous activities are growing in popularity as a form of leisure and recreation, yet many non-participants find it difficult to understand what motivates people to seek out situations in which there is an element of danger and risk. This research examines the meanings of long-term participation in outdoor adventure for women working in education. A biographical method was employed to explore narratives generated through life story interviews that related to the nature and impact of the women's adventure participation. Key themes focused on the significance of adventurous activities, experiences of fear, and relationships in the outdoors. The women in this research emphasised the benefits, values and importance of adventurous activities, and indicated ways in which their participation had influenced all aspects of their lives. They placed particular significance on time for themselves away from everyday life which they associated with feelings of rejuvenation and calm. When describing their experiences in the outdoors the women reported unusually high levels of fear, and placed particular value on shared experiences which often overshadowed aspects such as physical challenge.  相似文献   

Book reviews     

Patrick Groff  James C. Simeon  Maggie Wilson  Gina Feldberg 《Interchange》1992,23(4):445-455

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Utilization of Counseling Services: Comparing International and U.S. College Students     

Sharon L. Mitchell  Andrea K. Greenwood  Maggie C. Guglielmi 《Journal of College Counseling》2007,10(2):117-129

Counseling center utilization patterns during a 2‐year period for 218 international and 222 U.S. college students were examined. Significant between‐group differences were found with regard to age, academic status, referral source, relationship status, self‐reported concerns, counselor diagnosis, disposition, hospitalization rates, prior counseling experience, and use of crisis appointments. Significant within‐group differences among international students were also found. Implications for improving programs and clinical services are discussed.  相似文献   

How policy impacts on practice and how practice does not impact on policy   总被引：1，自引：0，他引：1  

Frank Coffield  Sheila Edward  Ian Finlay  Ann Hodgson  Ken Spours  Richard Steer  Maggie Gregson 《British Educational Research Journal》2007,33(5):723-741

The TLRP project reported on in this article attempts to understand how the Learning and Skills sector functions. It traces how education and training policy percolates down through many levels in the English system and how these levels interact, or fail to interact. The authors first focus upon how policy impacts upon the interests of three groups of learners: unemployed people in adult and community learning centres, adult employees in work‐based learning and younger learners on Level 1 and Level 2 courses in further education. They focus next upon how professionals in these three settings struggle to cope with two sets of pressures upon them: those exerted by government and a broader set of professional, institutional and local factors. They describe in particular how managers and tutors mediate national policy and translate it (and sometimes mistranslate it) into local plans and practices. Finally, the authors criticise the new government model of public service reform for failing to harness the knowledge, good will and energy of staff working in the sector, and for ignoring what constitutes the main finding of the research: the central importance of the relationship between tutor and students.  相似文献   

Mundane Autobiography: some thoughts on self‐talk in research contexts     

Maggie Maclure 《British Journal of Sociology of Education》1993,14(4):373-384

The paper considers the status of autobiographical interview data in life history and biographical research. Interviews tend to be treated, it is suggested, as ‘sacred’ texts‐‐as contemplative and authoritative versions that are as free as possible from the biasses and desires that ordinarily animate (and ‘contaminate') personal stories and anecdotes. It is argued here that, on the contrary, interview accounts are as mundane and pragmatic as any other kind of self‐talk. People use identity for practical ends‐‐to make sense of their conduct, to establish allegiances, to justify moral positions and defend educational ideals. The paper ends by examining a fragment from an interview. Using concepts from discourse and conversation analysis it shows how a teacher, Karen, constructs a particular professional identity and thus engages in an act of mundane autobiography.  相似文献   

Making a crisis out of a drama: the relationship between English and Drama within the English curriculum for ages 11–14     

Maggie Pitfield 《Changing English: An International Journal of English Teaching》2006,13(1):97-109

This paper critiques a recent initiative arising from the British Government's National Literacy Strategy for secondary schools. The initiative focuses on Drama within the English curriculum for 11–14‐year‐olds (Key Stage 3). Taking issue with the imposition on Drama of the objectives‐led curriculum model of the Key Stage 3 Framework for teaching English, I examine whether the ‘focus on Drama’ during 2003/04 has led to a higher profile for Drama within English and facilitated curriculum collaboration between English and Drama teachers, as claimed. The article draws on evidence from a small‐scale research project involving student teachers of English and Drama on teaching practice in London schools. I conclude that the KS3 Framework model of curriculum development and training does not promote collaboration in English and Drama teaching that is genuinely creative, and I identify some approaches which could offer an alternative.  相似文献   

Anger management – a practical guide     

Maggie Frost 《Emotional and Behavioural Difficulties》2013,18(2):227-228

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