The Chartered Librarian as Information Officer: experiences in Huntingdon Health Authority*     

SUSAN SCARLETT 《Health information and libraries journal》1984,1(3):145-148

Assessment Outcomes of Pre-service Teachers     

DEBORAH M. OH  SIMEON SLOVACEK  SUSAN TUCKER  ANN HAFNER 《Assessment & Evaluation in Higher Education》2003,28(3):279-295

As a response to the shortage of credentialed teachers in California, a four-year major called Urban Learning (ULRN), combining both the undergraduate and a teaching credential program was developed by professors at the Charter College of Education at California State University, Los Angeles. The assessment results of the program after its first two-year pilot period showed that ULRN students (N=153) exhibited higher motivation to learn and tended to take fuller course loads as compared to other undergraduate students at the university. This was attributed to faculty collaboration and cohort modeling of the program. Compared to students in the regular credential programs, ULRN students were more likely to remain enrolled in their program and more likely to complete the program and graduate sooner. This blended program as a whole including the assessment course appeared to have help pre-service teachers become competent as teachers. This blended program with its structure emphasizing efficiency and effectiveness was comparatively successful.  相似文献   

ITEM BANKS: WHAT, WHY, HOW     

BENJAMIN D. WRIGHT  SUSAN R. BELL 《Journal of Educational Measurement》1984,21(4):331-345

In this paper, we discuss curricular implications of item banking and its practical value to teachers and students, and list a variety of working banks with their sources. We also review the psychometric basis of item banking, outline a family of computer programs for accomplishing banking, and give the equations necessary to build a bank. We conclude with a discussion of item quality control and examples of items that misfit because of miskeying, guessing, or carelessness.  相似文献   

Problems! Problems! Tomorrow's Doctors: Learning Skills and Information Needs. University Medical School Librarians Group Annual Open Forum,Imperial College at the National Heart and Lung Institute,London, 4 November 1996     

SUSAN V. HOWARD 《Health information and libraries journal》1997,14(4):259-261

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Toleration and Recognition: education in a multicultural society     

SUSAN MENDUS 《Journal of Philosophy of Education》1995,29(2):191-201

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Exploring Sexuality Education and the Burdened Teacher: A Participatory Approach in a Rural Primary School in Kenya     

SUSAN WANJIRU KIRAGU 《Pastoral Care in Education》2007,25(3):5-15

Twenty-five years since the onset of HIV/AIDS, young people aged 15–24 now make up half of new HIV infections. This paper advocates for comprehensive sexuality education as an effective panacea to reverse this, with teachers stepping up and embracing their role as sexuality educators. The exploration of this challenge is informed by a small-scale participatory study of teacher responses in a rural primary school in Nakuru district, Kenya. Dialogue was held with 18 teachers (11 females, seven males) on the challenges they faced in teaching sexuality education and teachers emerged as disorientated and embarrassed in conversations about sexuality issues with the pupils. Because sexuality education lacks a curriculum, teachers have found it challenging to integrate it into regular subjects; they also observed that parents seem resistant to addressing this at home, and thus this task falls to them.
In the study, a process of self-awareness of the need for them to step up and teach sexuality education emerges among the participants. A key finding is that participatory and dialectical interventions that can prepare teachers and develop their confidence in teaching sexuality education are required.  相似文献   

Reason over Passion: The Social Basis of Evaluation     

SUSAN MENDUS 《Philosophical Books》1981,22(4):246-248

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A Review of the Empirical Basis for Counseling: Implications for Practice and Training     

THOMAS L. SEXTON  SUSAN C. WHISTON 《Counselor Education & Supervision》1991,30(4):330-354

This article reviews the empirical literature in terms of three components of counseling including existing counselor and client factors, the counseling process, and the outcome of client change. The counseling process is based on the therapeutic relationship, general factors, and common techniques or interventions, as well as specific counseling approaches. The review supports the contention that there are common factors exhibited by skilled therapists that are empirically related to positive client change. Recommendations are made for the use of this information by counselor educators in training student counselors and designing training programs.  相似文献   

Ethical Implications for Supervisors in Counseling of Trainees     

SUSAN C. WHISTON  SHIRLEY EMERSON 《Counselor Education & Supervision》1989,28(4):318-325

In this article, the authors explore the ethical issues for counselors who are in a dual role of counseling and supervising the same individuals. The difficulties of this dual relationship are discussed, and a guide for distinguishing supervision from counseling is offered.  相似文献   

All the King's Horses and All the King's Men: justifying higher education   总被引：1，自引：0，他引：1  

SUSAN MENDUS 《Journal of Philosophy of Education》1992,26(2):173-182

ABSTRACT This article addresses the question‘What is the justification of higher education in modern society?’ It takes issue with writers such as Alasdair Macintyre and Allan Bloom, who argue that the fragmentation of value characteristic of modernity has undermined the possibility of providing a coherent justification of higher education. Against MacIntyre and Bloom, I argue that we should understand education as a means of developing reflective consciousness in students, and that that will require fragmentation and the immanent conflict of traditions rather than a background of agreed values.  相似文献