大学定位

高等教育产业化是大学发展的趋势 ,用市场手段解决高等教育存在的矛盾和问题成为必然的选择。大学定位是大学创建品牌与谋求发展的前提。大学欲获得准确的定位 ,应该对高等教育市场、自身状况、竞争对手进行认真分析研究 ,从而确定目标市场。在此基础上制定人力资源产品定位策略与大学的定位策略。     

A comparison of Thai and American counselling students perceptions of counselling

The expectancies that people of different cultures bring to counselling affect the outcomes of counselling. It was the purpose of this study to examine the ways that counselling students in two different countries, Thailand and the United States, perceived Counselling. The evaluative and potency scales of the Semantic Differential were used to compare the attitudes of these students related to Counselling, Counsellors, and Group Counselling. No significant difference were found in the ratings of the two groups of students on the evaluative scale for Counselling, Counsellors, or Group Counselling, but the American students rated the potency scales for these three variables significantly higher than the Thai students. Implications of these findings are discussed.     

The nature of counselling: An investigation of counselling activity inselected countries

The purpose of this study was to investigatecounselling as a process. It was conducted toexplore whether counselling is available invarious countries, even if it is known byanother name. This study examined the kinds ofhelp available to people with specificdifficulties. It sought to discern whether theways of helping include activities that mightbe thought of as counselling. As a way todiscover what forms of help might be availableto people in a given country, a series ofstressful incidents confronting one family ofaverage income living in a large town weredeveloped into a questionnaire format. Theseincidents were designed to stimulate thinkingand focus attention on possible help-givingsources. Data were collected from sources infifteen countries through interviews atinternational counselling conferences and withselected embassy officials in Washington, D.C.Interviews were also conducted in the UnitedKingdom, the United States, Costa Rica, andMalaysia. In addition, questionnaires were sentto experts knowledgeable about social welfareissues in a number of countries. The findingsfrom this investigation suggest thatcounselling as an activity or a process may betaking place under different names in differentcultures.     

Motivational orientations in work

The rapid development in working life during recent decades has changed the structures of work organisations and expectations of employees’ work. Differing forms of professional employment and different types of organisational environments likely promote different types of motivational patterns in workers. The aim of this study was to apply a systemic motivational orientation model, originally developed for the educational context, to study work motivation. Altogether, 584 persons, from 11 organisations, representing work with different levels of knowledge intensity, responded to the questionnaire. The key finding is that rapidly changing, increasingly complex, and fundamentally networked organisations are challenging environments for worker motivation. For some employees, these environments open opportunities for intellectually inspiring activities and continuous learning in socially encouraging environments. However, for many high level employees, not only is working in these environments an intrinsically motivated flow-like experience, but also they are emotionally demanding and anxiety generating environments with conflicting duties and roles.     

实践转向与艺术批评

当代美学发展正面临着新的实践转向.这种实践转向应该关注大众的审美欣赏活动,引导审美欣赏活动的健康展开;这种实践转向尤其要关注文艺批评,发挥文艺批评的价值导向作用.     

再论课程实施取向

实施取向影响着课程实施及其研究的全局。长期以来,我国的课程学者采用了辛德等人的观点,认为课程实施可分为忠实、相互调适和课程缔造三种取向,但忽视了另一种实施取向的分类方式,即侯斯提出的技术观、政治观和文化观。尽管存在许多差异,这两种分类方式本质上却是相互补充的,而且各种实施取向之间也形成了一个连续体。沿着这两条线索,后现代课程实施观近年来受到了学者们的关注。     

理论创新的特点及取势

理论创新是客观辩证法发展的必然,理论创新的灵魂在于体现时代性,创新的动力在于它的实践性,创新的本质在于它的开拓性,创新的关键在于把握规律性。理论创新首先是马克思主义理论的创新。哲学社会科学理论的创新,要坚持创新与继承的辩证统一,坚持科学的态度与科学方法的统一。坚持理论创新,繁荣发展哲学社会科学事业,是时代的呼唤。     

On the personal growth of school psychologists

Trainers of school psychologists in the United States were surveyed to assess the importance they ascribe to personal growth and interpersonal effectiveness of their trainees. Although results suggest that such qualities are essential for competent practice, the identity of these characteristics, their emphasis in training, and methods of evaluation vary greatly. Trainers and practitioners are challenged to clarify the personal qualities desired in the practice of school psychology and to demonstrate them through example.     

Participation of psychologists in multidisciplinary team evaluations

State implementation plans required by PL 94–142 were collected and reviewed to determine whether psychologists were mentioned as appropriate members of multidisciplinary evaluation teams. Questionnaire data from 625 directors of special education also were analyzed to determine the frequency with which psychologists actually participated on the evaluation teams. The review revealed an apparent reluctance on the part of states to specify psychologists as appropriate team members. When psychologists were mentioned, school psychologists and other types of psychologists were identified with near equal frequencies. Even though states' implementation guidelines infrequently identified psychologists for participation on multidisciplinary teams, 81% of the surveyed teams actually included a psychologist. However, psychologists' rate of participation varied among the states. Implications of the minimum state requirements and varying participation of psychologists among states are discussed.     

Socio-emotional orientations and teacher change

In this article we consider how elementary education students’ views of mathematics changed during their mathematics methods course. We focus on four female students: two started the course with mainly positive views of mathematics and a task orientation, two with negative views of the subject and an ego-defensive orientation. The biggest change observed was that the trainees’ views of teaching and learning mathematics became more positive. Moreover, what had been an ego-defensive orientation changed towards a social-dependence orientation. The crucial facilitators of change seemed to be (1) handling of and reflection on one’s experiences of learning and teaching mathematics, (2) exploring content with concrete materials, and (3) collaboration with a partner or working as a tutor of mathematics.

The old age of some eminent psychologists

The late years of some eminent psychologists were examined to secure evidence on their general activities, and their professional competence and productivity. Of greatest note was their devotion to work: after age 70 nearly 90% continued a high level of scientific and professional productivity and involvement, while some developed new careers. The content of late production was generally based on earlier specialty. For many, work seemed the purpose of life, and its own reward.     

Correlates of vocational practice among school psychologists

This study surveyed 362 school psychologists to: (a) identify the percentages of school psychologists who have had some involvement in the practices of vocational assessment, vocational counseling, consultation with vocational education teachers, and vocational program or curriculum development, and (b) identify factors that are associated with such vocational involvement. Results indicated that 30–40% of those school psychologists surveyed reported some involvement in vocational assessment, vocational counseling, and consultation with vocational education teachers, while only 12% indicated involvement with vocational program or curriculum development. Sex, experience, salary, perceived control over role functioning, and involvement in practices other than traditional assessment were found to be associated with increased involvement in vocational activities. Results also indicated that school psychologists who were certified guidance counselors, and who were members of the American Association of Counseling and Development, were more likely to be involved in vocational practices than were school psychologists who were not so certified or affiliated. Results are discussed in terms of their implication for involving greater numbers of school psychologists in vocational practices.     

Personality and burnout among school psychologists

Personality factors along with organizational factors and interpersonal factors have commonly been thought to contribute to the experience of burnout among human services workers, including school psychologists. This study validates the relationship of personality characteristics as measured by the California Psychological Inventory (CPI) and burnout as measured by the Maslach Burnout Inventory. School psychologists with well-integrated personalities (high Factor 3 scores on the CPI) are less prone to burnout than others.