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Stanley B. Baker Herbert A. Exum Richard E. Tyler 《Counselor Education & Supervision》2002,42(1):15-30
The authors investigated C. E. Watkins's (1994) supervisor complexity model (SCM). The Psychotherapy Supervisor Development Scale (PSDS; C. E. Watkins, L. J. Schneider, J. Haynes, & R. Nieberding, 1995) was used to ascertain development over a 15‐week supervision practicum for 12 doctoral students and to compare their development with 7 doctoral students who had not yet begun their practicums. A set of retrospective interview questions produced responses that were used to investigate the viability of the 4 proposed discrete developmental stages in the SCM. The PSDS findings are congruent with theory. The retrospective interview findings, although interesting, are less definitive. Recommendations for research and training are presented. 相似文献
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Barbara R. Foorman Yaacov Petscher Christopher Stanley Adrea Truckenmiller 《Journal of research on educational effectiveness》2017,10(3):619-645
The objective of this study was to determine the latent profiles of reading and language skills that characterized 7,752 students in kindergarten through tenth grade and to relate the profiles to norm-referenced reading outcomes. Reading and language skills were assessed with a computer-adaptive assessment administered in the middle of the year and reading outcome measures were administered at the end of the year. Three measures of reading comprehension were administered in third through tenth grades to create a latent variable. Latent profile analysis (LPA) was conducted on the reading and language measures and related to reading outcomes in multiple regression analyses. Within-grade multiple regressions were subjected to a linear step-up correction to guard against false-discovery rate. LPA results revealed five to six profiles in the elementary grades and three in the secondary grades that were strongly related to standardized reading outcomes, with average absolute between-profile effect sizes ranging from 1.10 to 2.53. The profiles in the secondary grades followed a high, medium, and low pattern. Profiles in the elementary grades revealed more heterogeneity, suggestive of strategies for differentiating instruction. 相似文献
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Amicus Curiae
A brief for individual merit in Michigan Covington &; burling for the national association of scholars 相似文献8.
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This paper examines the relationship between sets of quantitative performance and diversity indicators and the qualitative banding of Australian universities made by the Committee for Quality Assurance in Higher Education. Using factor analysis, three performance factors (Traditional Research University Performance, Teaching Performance and Competitive Research Performance) and four diversity factors (Size, Equity, Student Staff Ratios and Access) were obtained. Strong association was found between quality ranking and composite measures of performance. When factor‐based composite measures were used, quality rankings were significantly correlated with Traditional Research University Performance, Teaching Performance and Size, and negatively with Equity. 相似文献