Graduate Students in Education: A Comparison of Counselor,Supervisor, and Teacher Candidates

Male and female graduate students majoring in counseling and guidance were compared with their peers specializing in supervision or a teaching field. Significant differences among subgroups of both sexes were observed on both intellective and nonintellective variables. Male counselor candidates were more clearly differentiated from noncounseling majors than female counselor candidates. However, the similarities among categories of graduate students in education were more striking than the differences. It appeared that groups of education students differed more markedly from men and women in general than from each other. It was suggested that groups of individuals who have completed a bachelor's degree in education are significantly better adjusted than men and women in general and that differences among large subgroups of graduate students in education tend to be small because teachers are not a normal sample.     

Counselor Candidates and Graduate Students in Education: A Comparison of Characteristics

46 graduate students who had indicated that their major interest was teaching were compared with 47 graduate students who had indicated that their major interest was counseling. All subjects were given five scales as part of their course work in educational tests and measurements. These scales yielded 32 subtests on which comparisons between the groups were made. The groups differed on six of the subtests. Three of the variables on which the groups differed were interest measures. A further comparison was made between the counselor candidates who had a practicum and those who had not. Little difference was found between these groups on the variables investigated.     

Rehabilitation and Non-Rehabilitation Counselor Candidates: Comparison of Interview Behavior and Personality Techniques

This study investigated the hypothesis that conventional role stereotypes of rehabilitation and non-rehabilitation counselors attract counselor candidates who differ in preferred modes of counseling interview behavior and in personality characteristics. Twenty-four rehabilitation counselor candidates and 21 non-rehabilitation counselor candidates enrolled in a beginning counseling course held interviews with a standard client. Candidates' responses were classified employing a content analysis scale. All subjects had taken the 16 PF at the beginning of the course. Results found rehabilitation counselor candidates used informative, questioning, diagnosing, and probing responses more frequently and feeling responses less frequently than did non-rehabilitation candidates. Non-rehabilitation candidates appeared less practical, conservative, and group adherent on the 16 PF than rehabilitation candidates.     

Charter Schools: Implications for Teachers and Administrators

Young adolescents’ low scores on the National Assessment of Educational Progress (NAEP) force the question of whether these students will be ready for college in four years. Our efforts to build a college-going culture emphasize strengthening students’ writing skills by using preservice teachers to lead writing marathons for at-risk middle school students on university visits. Structured interviews, surveys, and written reflections reveal that what students write about changes with age, their motivation to write varies, and their college aspirations and perceptions become more positive after completing several annual writing marathons on a college campus. The writing marathon structure makes the college visit truly meaningful to students, and it provides a compelling incentive to write by supporting characteristics of middle school students, as defined by the National Middle School Association (National Middle School Association [NMSA] 2003 National Middle School Association (NMSA). 2003. This we believe. Successful schools for young adolescents, Westerville, OH: National Middle School Association.  [Google Scholar]). The marathon model focuses on four key elements: setting, timing, small groups, and writers’ level of commitment.     

A Behavioral Model for the Practicum Supervision of Counselor Candidates

This article presents a behavioral model of supervisor behavior for the counseling practicum that involves supervisor, counselor, and client. Five identifiable stages in supervision are presented: (a) the initial session, (b) the development of a facilitative relationship, (c) goal identification and determination of supervisory procedures, (d) the use of supervisory techniques and procedures, and (e) termination and follow-up. This supervisory process between supervisor and counselor is related to the counseling process between counselor and client.     

Consulting: Training Counselors to Work with Teachers,Parents, and Administrators

Practicing counselors and researchers are realizing the value of consulting with teachers, parents, and administrators. Counselor educators need to begin to train counselors formally and systematically in these skills. This article presents one training model in detail.     

Selection and Elimination of Candidates in Counselor Education Programs

This study compared actual with ideal procedures in the selection and elimination of candidates in counselor education programs. A two-factor analysis for each category (selection and elimination) resulted in some significant differences (p< .001) between the actual and ideal procedures in both selection and elimination. The criteria for actual and ideal procedures in the selection and elimination of candidates were also treated by t tests, with highly significant differences (p<.075 to p<.0005) found on some of the criteria.     

Selection of School Counselor Candidates: Future Directions at Two Universities

A new vision of school counseling asserts that counselors must address all children and must orient counseling services toward the primary mission of schools: to educate young people and to support their healthy development. Two universities that are working to prepare new vision school counselors have changed their recruitment and selection procedures to attract increased numbers of candidates who can be optimally trained to fulfill the requirements of this vision. The authors describe criteria and procedures used to select graduate students who have the greatest promise of becoming leaders, advocates, and change agents in schools to promote student learning and achievement.     

A Comparison of the Counselor Rating Form and the Counselor Effectiveness Rating Scale

The purpose of this study was to compare two measures of perceived counselor expertness, trustworthiness, and attractiveness: the Counselor Rating Form (CRF) and the Counselor Effectiveness Rating Scale (CERS).     

论高校师资队伍与管理队伍关系的优化

高校师资队伍与管理队伍的关系状况,直接影响到和谐校园的建设、学校内部资源的配置以及人才堡垒的构筑。文章分析了造成师资队伍与管理队伍关系不畅的原因,并提出了多种途径来优化师资队伍与管理队伍的关系。     

美国的特殊教育与作为学校管理者的教师

学校的管理者是一个特殊的教师群体。要成为优秀的教育管理者,教师必须接受适当的培训以遵守特殊教育领域的法律和法规。教育管理培训方案必须包括特殊管理教育方面的要求。对教育管理者自我效能感的调查结果表明,教育管理者的自我评价与实际能力之间存在差异。研究结果显示,培训方案需要改进以便更严格地培养教师成为教育管理者,最终他们才能做到“不让一个孩子掉队”。     

Bridging the Gap Between Counselor Educators and the Administrators of Programs for the Elderly

This article compares the results of a nationwide survey of gerontological counseling experts and a sample of executive directors of Area Agencies on Aging identifying, confirming, and rank ordering the goals and roles of gerontological counselors. The data indicate that a wide gap exists between gerontological counselor educators and administrators of social service programs for the elderly in the priority they ascribe to the goals and roles of counselors of older persons. Social service program administrators, however, indicate that counseling can be readily incorporated into the aging services network as it presently exists.     

A Comparison of Counselor Interview Responses and Helpee Behavioral Changes

There was a statistically significant difference in measured behavioral changes of a group of helpees aided by counselors who scored high or low on Carkhuff measures. There seemed to be a direct correlation between desirable counseling processes and later positive outcomes according to ratings on a behavioral scale. Limitations of the study and implications for counselor-education programs are discussed.