What Teachers Should Know about Counseling

Abstract

Instructors use peer feedback to afford students multiple assessments of their work and to help them acquire important lifelong skills. However, research finds that this type of feedback has questionable validity, reliability, and accuracy, and instructors consider much of it too uncritical, superficial, vague, and content-focused, among other things. This article posits that the typical judgment-based feedback questions give students emotionally charged tasks that they are cognitively ill equipped to perform well and that permit laxness. It then introduces an alternative that encourages neutral, informative, and thorough responses that add genuine value to the peer feedback process.     

教师应当掌握怎样的技术

本文着力于探讨“教师应当掌握怎样的技术”这一问题,从4个方面进行分析:运用技术的实质是什么、教师应掌握哪些技术、教师应掌握多深的技术、如何培养教师的技术能力。对中国的教师教育和信息技术教育具有借鉴意义。     

What Early Childhood Educators Need to Know About Divorced Fathers

Early childhood professionals can play an important role in helping divorced fathers to be more involved in the lives of their children. They can include involving fathers in all school and classroom activities from parent conferences to class celebrations. Educators can also serve as child care consultants to help fathers become better caretakers. By taking these measures, teachers will not only improve the emotional health of children and their fathers, but will also improve the educational experiences of children     

Implications of Financial Aid: What College Counselors Should Know

Counselors who work in a college environment are aware that financial aid is available to help students with college costs, but they may not be aware of all the financial pressures on students that may influence a student's psychological well-being. This article gives an overview of financial aid programs and financial factors affecting students, and explores practical ways that counseling centers and financial aid offices may interact.     

学生所知道的 教师所知道的——理论、工具和结果

评估——无论采用何种形式——不得不建立在对不同水平和质量的理论思考基础之上。其中至关重要的是测验内容领域要依据教与学的过程来构建。其次,任务是评估相关内容结构的核心工具。因此,在设计对数学的教育评估时,按照合理的标识和特征对任务进行分类就成为一个息息相关的问题,也是一个巨大的挑战。本文重点研究PISA(国际学生评估项目的缩写,是以数学素养为目标的国际比较研究,包括在国家层面德国所做的许多调整)和COACTIV(德国教师数学知识和数学教学知识的一个代表性研究)。两者都旨在实现区分性评估(differentiated assessment),都考虑了评价内容和任务分析的不同方面。区分性评估结果使得我们能够获取有用的信息,进一步推动课堂教与学的发展。这些信息主要表现为两个方面:评估学生不同类型的知识,这些知识类型直接指向课堂教学与学习中存在的各种问题;探索教师知识对学生学习进展的影响,表明哪种教学行为是有效的。     

Exercise and Asthma: What The Physical Education Teacher Should Know

Asthma is one of the most common respiratory disorders in many parts of the world today. It has been established that as many as 14% of Singaporean elementary school children have asthma (Chay, 1990). This means that a physical education teacher in Singapore with a class of 40 students can expect to have, on the average, five or six students in that group who suffer from asthma. A total of 7,465 patients were admitted to Singapore hospitals with bronchial asthma during 1991 (Ministry of Health, Singapore, 1992). It has been claimed that as many as 10 million Americans are affected, 3 million under the age of 18 years and 7 million adults (American Lung Association, 1990) while the general prevalence has been determined as 6.6% (Dodge and Burrows, 1980). There were 4,300 asthma related deaths in the USA in 1988 and the annual economic cost of the disease, including direct and indirect costs, exceeded $4 billion in 1988 (American Lung Association, 1990). More than 1.2 million Canadians are asthmatic and the disease kills about 600 per year. It is imperative, therefore, that the physical education teacher has a sound understanding of the disease as an attack of asthma provoked by physical activity is a common occurrence.     

What Teachers of Young Children Should Know About Islam

Increasing numbers of Muslim children attend programs for young children yet many teachers appear to know very little about Islam. Along with its overview of Islam, this article suggests how teachers can better support the rights and special needs of Muslim children. A list of references for further information and resources for teachers concludes the article.     

What Students Should Know About Technology: The Case of Scientific Visualization

Journal of Science Education and Technology - Starting with the focal question, “what should students know about technology?” we describe and illustrate a way of designing educational...     

The Developing Bilingual Brain: What Parents and Teachers Should Know and Do

The field of neuroscience is now providing research findings about how the bilingual brain functions that can be used to promote richer and more successful dual-language development. This article summarizes recent research, then provides practical applications for parents and teachers of emergent bilinguals. Key understandings about how the brain processes first and subsequent languages are translated into ways to enrich instruction and family-based language and literacy experiences.     

What Performance Technologists Should Know About Public Education: Implications for Professional Development and Training

Performance Technologists view discrepancies in human performance as products of the system (the set of interrelated components that work together to achieve a common purpose). Before designing, developing, implementing, or evaluating an intervention, Performance Technologists first identify and analyze all relevant aspects of the system. Consequently, to make significant and lasting improvements to public education, Performance Technologists must have knowledge of essential educational system elements and their interrelationships. This paper is divided into two parts. Part One specifies ten essential components of an educational system within the context of; the family and community, the public schools, business and industry, government agencies, and institutes of higher education. It describes the function of each component and examines related trends and issues, illustrating both the complexity and necessity of approaching educational improvement from a systemic perspective. Part Two discusses the implications of the systemic perspective for the professional development and training of Performance Technologists. Together, both parts provide a model for organizing and applying information related to key contextual factors in public schools for those interested in preparing PTs for work in K-12 education.     

你应该清楚

年轻女子在左边车道上轻快地开着车。突然，也没有任何指示，她向右急拐，险些撞上另一辆车。     

What Do People Need to Know About Writing in Order to Write in Their Jobs?

This article considers the different kinds of learning that are appropriate for the rapidly expanding range of writing that constitutes an everyday part of most people' working lives. It discusses the importance and demands of everyday writing in work, and the role of formal education in preparing people for the localised learning about writing that is necessary upon entering work. It considers the issue of the transfer of knowledge, and argues that both metacognitive and conceptual understandings about writing are crucial elements in enabling people to transfer and adapt foundation literacy skills to the workplace.     

The Profession of College Career Services Delivery: What College Counselors Should Know About Career Centers

College career centers provide a valuable resource to students faced with choosing a major, learning about different career fields, and securing internships and jobs. Career centers must provide an increasingly sophisticated array of one-on-one and virtual services in order to meet the needs of students and recruiters. Collaborations between the career services office and other departments, including the college counseling center, are necessary to address students' needs in a holistic manner. The author describes the organizational structure of college career centers and services typically offered, discusses psychological correlates of career development and the integration of personal and career counseling, and provides suggestions for how counseling center and other college professionals can collaborate with their career services office.     

What We Know,What We Still Need to Know: Teaching Adolescents to Write

The purpose of this study was to uncover any differences in the early reading and spelling processes of children learning to read in a first language (L1) and children learning to read in a second language (L2). The reading and spelling development of native Dutch-speaking children and minority children in the first two grades of elementary school were compared. The children were given a number of tasks to test their vocabulary knowledge and the efficiency of their word decoding (including grapheme knowledge and word blending), word spelling (including cipher knowledge and phonemic segmentation), and reading comprehension processes. Analyses of variance were used to test for differences between the L1 and L2 learners. LISREL analyses were used to explore the components underlying the reading and spelling processes in the 2 groups of children. The results showed that the minority children kept up with the native Dutch-speaking children on word blending and word decoding tasks. On word spelling and reading comprehension, however, the minority children were found to be less efficient than their monolingual Dutch peers. The structural models for word decoding and word spelling were highly comparable for the 2 groups. For reading comprehension, vocabulary knowledge was found to have more of an impact on the L2 learners than on the L1 learners. This finding suggests that children learning to read in an L2 should be helped to build their lexical knowledge and that reading instruction should be matched to this knowledge.     

Cross-Cultural Counseling Supervision: What do we Know? What do we Need to Know?

This article provides a critical review of the theoretical and empirical literature on cross-cultural counseling supervision. In addition to summarizing and critiquing this literature, recommendations for future research or “what do we need to know” are presented.