The Master's degree course in European Construction Engineering has many unique features. Its students come from several different European countries, each student studies in at least three different European locations, and the teaching staff are drawn from seven different European universities. The course is therefore genuinely multinational and European. The development and delivery of the course over the past 6 years has revealed fundamental differences in European education practices which have provided a learning experience for both students and staff. This paper describes the course development and discusses some of the issues that have arisen during the development process, many of which are yet to be finally resolved. 相似文献
Counselor-trainee response uncertainty and delayed supervisor feedback are two apparent difficulties when looking at the normal practicum procedures from a learning theory frame of reference. Twenty-four counselor trainees were randomly assigned to three experimental groups and one control group, i.e., immediate feedback, feedback and instructions, equipment present, and control. Audio tapes pre- and post-were selected and rated on empathy. An analysis of variance on the pre- and post-differences in ratings was computed resulting in a significant F-ratio (p < .05). Subsequent multiple comparisons showed all experimental groups significant when compared to the control group (p < .01) The results showed that all experimental conditions increased counselor trainees' empathic responses significantly. 相似文献
This study is concerned with the extent to which senior high school students employ the constructs of race, subculture, and sex in establishing counselor preferences. The data suggests that these variables are of far more importance to black students than they are to northern white or to Appalachian white students. The data also supports the findings reported earlier by Stranges and Riccio. 相似文献
In a development of the case study method, a business course has been taught as a series of engineering business cases, with elements of realism engendered by the use of senior engineering managers as moderators of the case discussion. By this means, consideration of the various facets of the cases may proceed in an environment where comment and criticism derive from a lifetime of real experience. It has been found that crucial elements in the successful development of this course have been the identification of a suitable cadre of moderators, their briefing in the organization and evaluation of the case study presentation and discussion, and the assurance that their experience was shared around the group.
Un cours, constitué d'une serie de cas vécus de gestion d'enterprises à caractere technique est enseign eacute; et etudié par des groupes constitués jusqu' à 12étudients. L'element de realism est apporté par des directeurs de divisions techniques intervenant comme modérateurs dans la discussion du dossier. Ainsi, l'étude sefait dans un environnement ou les commentaries et les critiques proviennet d'une longue experience, et non pas simplement de théories en ce moment à la mode. On a trouve que leséléments vitaux dans le succes de ce cours ontété un choix méticuleux des intervenants, leur préparation a l'organisation et l' évaluation de la presentation et de la discussion du dossier, et l'assurance que leur experience soit partag ée au sein du groupe. 相似文献
This paper offers a critique of a paper by Wraga and Hlebowitsh in the Journal of Curriculum Studies (2003) for narrowness of vision, repetition of already‐familiar material, irrelevance, a retreat into the academy, reductionism, and ultimate sterility as an approach to moving forward the fields of curriculum theory and development. Curriculum discourse should be marked by richness, diversity, discordant voices, fecundity, multiple rationalities, and theories, and should be touched by humanity and practicality in a hundred thousand contexts. To replace outworn but convenient labels and to advance the field, curriculum theory must catch the untidy but authentic lived experiences of curricularists of every hue, draw on emergent disciplines outside education, and touch major issues in everyday life. 相似文献
This paper is concerned with the reflections of two lecturers from higher education who worked through several cycles of action research with a group of teachers in a school over a period of eight years trying to improve learning in the school. Very many of the factors identified in the literature as being essential for sustained change were in place, and there were successful outcomes associated with each cycle of action. Nevertheless, our reflections on the whole process highlight some complexities of working with teachers in this way. In this paper we examine the difficulty of attending to contextual factors within the project; we identify links between teacher change and perceptions of risk; we explore a confusion which emerged over the role of such a group within the school. In addition, we argue that the deficit approach which characterises action research is unhelpful to some teachers. 相似文献
Very little has been done to assist Native Americans in the procurement of mental health services. Cultural barriers and lack of understanding have limited the contact between Native Americans and the predominantly White mental health delivery system. The project described herein attempted to decrease and neutralize some of the impediments to Native Americans receiving services by training them to provide minimal mental health care for their own people and by training them to gain access to various state service agencies. 相似文献
