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A Model for Teaching Counselor Trainees How to Make Challenging Responses

This report presents a systematic model for training student counselors to make advanced influencing skills such as confrontation. The authors have developed a videotape training package that integrates cognitive structures and counselor performance through rehearsal and immediate feedback so that counselors-in-training can move comfortably into a more active helping relationship with clients.     

How Does Motivation Develop and Why Does It Change? Reframing Motivation Research

In this article, we argue for a change in how researchers study motivation to learn. We believe that research can provide better explanations of the origins and outcomes of behavior, and thus be more useful, if we focus on how motivation develops and why it changes. We suggest reframing motivation research in education by extending the current focus on beliefs to studying the transactions among persons engaged in specific classroom activities over time. We present one approach from developmental psychology—Rogoff's three planes—that attempts to account for this transaction. We then present examples of current motivation research to illustrate how this approach has been applied. We believe that using this framework can produce new results that are meaningful for both researchers and practitioners who want to understand and foster motivation in education.     

A Model of Formative Assessment in Science Education

This paper reports on the findings of a 2-year research project into the process of formative assessment in the science classrooms of 10 teachers. Formative assessment is defined as the process used by teachers and students to recognise and respond to student learning in order to enhance that learning, during the learning. The findings indicate that the teachers used two kinds of formative assessment, planned and interactive. Planned formative assessment involved the teachers eliciting and interpreting assessment information and then taking action. It tended to be carried out with the whole class. Interactive formative assessment involved the teachers in noticing, recognising and responding, and tended to be carried out with some individual students or small groups. This paper discusses these two types of formative assessment, how they are related, how they are integral to teaching and learning processes, and how they are dependent on teachers' pedagogical knowledge.