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DAVID G. ZIMPFER JANE A. COX JOHN D. WEST DONALD L. BUBENZER DAVID K. BROOKS 《Counselor Education & Supervision》1997,36(4):318-331
Doctoral counselor education programs nationwide were surveyed to determine their relative emphases on the professional roles of instruction, supervision, scholarship, clinical practice, and leadership, and how they carried it out. 相似文献
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This article opens with an overview of the pressures that have led to heightened calls for accountability in higher education, both in the US and Europe. Noting that doctoral programmes have, to date, drawn minimal attention in the accountability debates, the authors note that these programmes cannot stay forever on the sidelines. Drawing on their knowledge of the American context in particular, the authors go on to outline current efforts to assess the quality of doctoral programmes in the US with attention to how these efforts respond to accountability demands. They urge the higher education community to re-shape the accountability discussion, shifting its centre from government to higher education and the institutions training doctoral students who will become faculty. Crucially, they argue that graduate programmes should train doctoral students to undertake and use discipline-appropriate assessment measurement and scholarship as part of their future work as college and university instructors. If doctoral students emerge as faculty with an understanding of how to conduct assessments for the purpose of improving student learning, they will advance not only their fields, but higher education more generally. 相似文献
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In a study of 123 secondary school counselors in three states the authors found significant correlations among tested personality characteristics and supervisor-rated job performance. Counselors rated as effective by supervisors expressed higher job satisfaction, tested higher in tolerance for ambiguity and in self-esteem, and had more congruent personality-environment Holland codes than did their ineffective counterparts. Sex, age, years of experience, certification status, and academic degrees held were not correlated with effectiveness ratings. Results were considered tentative and heuristic in nature because many aspects of effectiveness could not be tested. 相似文献
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BERT F. GREEN R. DARRELL BOCK LLOYD G. HUMPHREYS ROBERT L. LINN MARK D. RECKASE 《Journal of Educational Measurement》1984,21(4):347-360
Guidelines are proposed for evaluating a computerized adaptive test. Topics include dimensionality, measurement error, validity, estimation of item parameters, item pool characteristics and human factors. Equating CAT and conventional tests is considered and matters of equity are addressed. 相似文献
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JONATHAN SINCLAIR JIM RICHARDS PAUL J. TAYLOR CHRISTOPHER J. EDMUNDSON DARRELL BROOKS SARAH J. HOBBS 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):272-282
The treadmill is an attractive device for the investigation of human locomotion, yet the extent to which lower limb kinematics differ from overground running remains a controversial topic. This study aimed to provide an extensive three-dimensional kinematic comparison of the lower extremities during overground and treadmill running. Twelve participants ran at 4.0 m/s ( ± 5%) in both treadmill and overground conditions. Angular kinematic parameters of the lower extremities during the stance phase were collected at 250 Hz using an eight-camera motion analysis system. Hip, knee, and ankle joint kinematics were quantified in the sagittal, coronal, and transverse planes, and contrasted using paired t-tests. Of the analysed parameters hip flexion at footstrike and ankle excursion to peak angle were found to be significantly reduced during treadmill running by 12° (p = 0.001) and 6.6° (p = 0.010), respectively. Treadmill running was found to be associated with significantly greater peak ankle eversion (by 6.3°, p = 0.006). It was concluded that the mechanics of treadmill running cannot be generalized to overground running. 相似文献
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The accuracy of short-cut estimates of standard deviation was investigated for distributions of raw scores on classroom tests and computer generated samples. Estimates proposed by Mason and Odeh, Jenkins, Diederich, Ebel, and Davenport were compared for relative accuracy in three studies. The loss in accuracy due to short-cut methods versus the conventional statistic ranged from 0 to 7,8%. Based on the findings of these studies, it is recommended that a shortcut method for computing standard deviations he included in courses where the conventional formula is taught. 相似文献
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This study evaluates a course in gender and cultural issues. A sample consisting of 57 graduate students completed the Wayne Ethnic Awareness Measure, the Therapists' Attitudes Toward Women Scale, and the Robinson Behavioral Inventory. 相似文献
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Public Law 94–142 mandates that the assessment of handicapped students not be racially or culturally biased. A recent attempt to create a system of nondiscriminatory evaluation is the System of Multicultural Pluralistic Assessment (SOMPA). Some constructs and aspects of this system, however, are highly controversial. This article focuses on one such construct, the Estimated Learning Potential (ELP). Implications for counselors' interpretation are discussed. 相似文献