A Model for On-Site Supervision of the School Counselor

This article proposes a series of linkages which can be created between counselor educators and local schools by on-site supervision. Methods and issues relating to such a possibility are discussed.     

做好现场监理 确保工程质量

先提出现场监理的基本概念及意义,然后从建立监理责任制、严格质量控制程序、科学有效地执行监理职能、完善考核制度等方面进行了理论分析,认为正确实施现场监理,是确保工程质量的关键。     

示范性高职院校实施督导制度的思考与实践

督导制在高校教学、管理的建设和发展中有重要的作用。高职院校尤其是国家示范性高等职业院校建设中实施督导制度,不仅是提升自身管理水平,也是提高教育质量并发挥示范引领效应的需要。重点研究了现行督导制度存在问题,如何克服督导的负面影响,从而建立以人为本的督导制度。     

履行监理责任的理性思考

联系当前监理工作实际，从理性的角度阐述了如何履行监理责任：应全局在胸，应明确监理工作的性质、特点和方法，应明确监理的岗位职责和监理在获取的授权范围内应行使的权力，应具有的规避监理责任的风险意识和法律意识，以及履行监理责任所应具有的素质。     

Implementing the Generalist Model in Practice

Abstract

Through a study of field tasks performed by MSW foundation students, the authors show an empirical relationship to the Gener-alist model of practice. Secondarily, the paper explores whether practice under managed care should be used to inform curriculum or whether standards embedded in curriculum should be used to influence current practice. Implications for student learning in field and classroom are discussed.     

贴现模型价值投资的实证分析

随着证券投资基金的设立,价值投资的理念和方法逐渐确立,现金流贴现模型在我国证券市场逐渐得以广泛使用,模型本身也正在逐渐得以完善.本文通过对上海汽车（600104）实例进行股票内在价值的估价,探讨模型在应用中的使用条件、使用方法,分析一些参数的变化对股票价值的影响程度.     

浅析实施《监督法》面临的问题与对策

2007年1月1日生效的《监督法》在立法上体现了三大特色,但由于思想认识、自身建设及体制等因素的影响,我们还必须采取加强宣传、完善体制等措施,以确保其正确实施。     

Dual Supervision: A Model for Counseling and Supervision

The counseling practicum is generally accepted as an essential part of a counselor-training program. Likewise, the training of future counselor educators necessitates experiences in supervision of counseling-practicum students. The dual supervision model described in this article is an approach that simultaneously meets the training needs of future counselors and counselor educators. The rationale for the dual supervision model, the results of an exploratory study of the counselor trainees' attitudes toward the dual supervision process, and the counseling-practicum supervisors' reactions to the model are described. Both the students enrolled in their second quarter of counseling practicum and the supervisors had very positive reactions to the dual supervision model.     

从政府控制模式到政府监督模式--中国高等教育政府管理模式的现代性转换

与社会主义计划经济体制向市场经济体制转变相适应，我国高等教育政府管理模式也要由政府控制模式向政府监督模式转变。为实现此转变，有必要实行从“大政府、小社会”到“小政府、大社会”、从模糊的政府角色定位到清晰的政府角色定位、从直接行政控制为主到间接宏观调控为主、从中央集权到中央集权与地方分权相结合、从规制性调控到保障性调控、从单向性调节到多维性调节等一系列根本转变。     

The School Counseling Supervision Model: An Extension of the Discrimination Model

It is well documented that clinical supervision in school settings is underutilized. One hypothesis for this situation is the lack of fit between current supervision models that emphasize the supervision of individual counseling and the multiple roles of school counselors within comprehensive school counseling programs (CSCPs). The authors propose the School Counseling Supervision Model (SCSM) as an extension of J. M. Bernard's (1979, 1997) Discrimination Model. The SCSM uses a 3 (focus of supervision) × 3 (supervisor role) × 4 (CSCP domain) matrix. Examples are provided for potential supervision interventions using the SCSM. Implications for training, practice, and research are discussed.     

A Proposed Model for Peer Supervision

Many counselors find themselves in settings where supervision of their clinical skills is not available. A peer supervision model is proposed that will provide practitioners with an opportunity to monitor their practice, increase self-confidence, and further develop their counseling skills.     

Counseling Supervision: A Reflective Model

The article presents a new model of counseling supervision that integrates reflective learning theory with the concurrent development of counselors-in-training and the supervision relationship. A pedagogical framework for applying this model is introduced.     

Implementing a Peer Mentoring Model in the Clemson ePortfolio Program

Since the implementation of the ePortfolio Program in 2006, Clemson University has incorporated peer review for the formative feedback process. One of the challenges with this large-scale implementation has been ensuring that all work is reviewed and constructive feedback is provided in a timely manner. In this article, I discuss the strategies used to implement the peer review model, my efforts to sustain and improve it, its pedagogical benefits, and the challenges encountered. Lessons learned from the perspective of the faculty mentors and the peer reviewers are also shared.     

On-Site Pedagogical Content Knowledge Development

Experiences and reflection have long been regarded as a foundation for pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers develop their PCK via reflection-in-action during their moment-to-moment classroom instruction. Drawing upon data sources including classroom observations, semi-structured interviews and stimulated recall interviews based on lesson videos, this study examined instances when four experienced teachers were found to invent new instructional strategies/representations on the spot during the lesson (referred to as on-site PCK development) in their first attempts at teaching a new topic. The study documented the moment-to-moment experiences of the teachers, including their reconstructed thought processes associated with these instances of on-site PCK development. An explanatory model of a three-step process comprising a stimulus, an integration process and a response was advanced to account for the on-site PCK development observed among the teachers. Three categories of stimulus that triggered on-site PCK development were identified. Factors influencing the integration process and, hence, the resulting response, included teachers’ subject matter knowledge of the new topic, their general pedagogical knowledge and their knowledge of student learning difficulties/prior knowledge related to the new topic. Implications for teacher professional development in terms of how to enhance teachers’ on-site PCK development are discussed.     

示范院校建设督查工作的思考

在示范院校建设过程中,建设目标和任务确定后,关键在于狠抓工作落实,而督查工作是狠抓工作落实的重要手段。因此,应充分认识督查工作的重要性,科学确定督查内容,采取有效的督查工作措施,确保示范院校建设项目按时完成,建设效果达到预期目标。     

Effective Supervision and Consultation: A Model for the Development of Functional Supervision and Consultation Programs

Many public and private agencies lack a systematic process for evaluating the quality of counselor supervision. The Effective Supervision and Consultation (ESC) model is proposed as a guide for counselor educators who are helping agencies build effective supervision programs. The ESC model is presented with an emphasis on the assessment, training, and evaluation components of consultation services in counselor supervision.     

创新学习的策略与实施模式

提出创新学习的策略,阐述自主学习、问题学习、开放学习、案例学习和课题学习的特点与程式,并在大量实验研究基础上,总结提炼出创新学习的“四为主”指导思想及“四导”课堂教学模式和“TADI”学习模式。     

School Counselor Field Supervision: A Model

Little attention is devoted, in literature, to posttraining supervision. Collective bargaining procedures have produced a need for systematic approaches to the field supervision of practicing school counselors. A supervision model based on a ten-month counseling contract is described.     

School Counselor Supervisors' Perceptions of the Discrimination Model of Supervision

The authors examined 38 school counselor supervisors' perceptions of the Discrimination Model (DM; Bernard, 1979, 1997) of supervision, replicating and extending Ellis and Dell's (1986) investigation of the DM with mental health counselor supervisors. Participants judged the dissimilarity of each unique combination of roles and foci of the DM. The authors conducted a confirmatory multidimensional scaling analysis to compare the implicit dimensions and constructs that school counselor and mental health counselor supervisors used to make decisions. Results suggested partial similarities in the conceptual maps of school counselor and mental health counselor supervisors. Implications and suggestions for future research are discussed.