An Investigation of the Use of E‐Mail as a Supplemental Modality for Clinical Supervision

The authors investigated the use of student‐initiated e‐mail as a supplemental modality for supervision. Nineteen students e‐mailed their instructors weekly during their 15‐week practicum; these e‐mails were analyzed across 3 time periods using the categories of the discrimination model (J. M. Bernard, 1979, 1997) and an adaptation of W. Lanning's (1986) professional behavior category. Although patterns of e‐mails were similar across time, there was a significant decline in the number of e‐mails as the practicum progressed. Significance was found for message focus, with personalization messages and professional behavior/practicum class messages accounting for more than half of the messages across 3 time periods.     

Emergent Supervisors: Comparing Counseling Center and Non‐Counseling‐Center Interns' Supervisory Training Experiences

Predoctoral interns' responses to an internship supervision training questionnaire indicated that counseling center interns supervised more trainees, received more supervision in their supervisory roles, reported more supervision training activities, and yielded higher supervisor development scores than did non‐counseling‐center interns. A qualitative analysis of participants' responses showed that non‐counseling‐center interns desired more supervision training and opportunities to provide supervision during their internship year than did counseling center interns.     

Supervisory and Counseling Process: A Comparative Study

This study compared the process of supervision with that of counseling by examining the behavior of five professional therapists in both situations. Counselors recorded their counseling sessions with 10 clients and their supervisory sessions with 10 trainees. A total of 180 three-minute samples were selected for study. The level of facultative conditions (empathy, respect, genuineness, and specificity) was assessed. The Hill Interaction Matrix was also used to compare the verbal interactions in both counseling and supervising situations. Results indicated that the level of respect and genuineness were equal in the two situations. Contrary to the assumptions made by researchers in the area, the levels of empathy and specificity were significantly lower in supervision than in counseling. When interactions were rated with the Hill Matrix, supervision was significantly less therapeutic than was counseling. The differences found were discussed in terms of their implications for the teaching and learning of psychotherapy, as it related to both the theoretical literature and in terms of its effect on trainees and clients.     

A System's View of E‐Learning Success Model

The past several decades of e‐learning empirical research have advanced our understanding of the effective management of critical success factors (CSFs) of e‐learning. Meanwhile, the proliferation of measures of dependent and independent variables has been overelaborated. We argue that a significant reduction in dependent and independent variables and their measures is necessary for building an e‐learning success model, and such a model should incorporate the interdependent (not independent) process nature of e‐learning success. We applied structural equation modeling to empirically validate a comprehensive model of e‐learning success at the university level. Our research advances existing literature on CSFs of e‐learning and provides a basis for comparing existing research results as well as guiding future empirical research to build robust e‐learning theories. A total of 372 valid unduplicated responses from students who have completed at least one online course at a university in the Midwestern United States were used to examine the structural model. Findings indicated that the e‐learning success model satisfactorily explains and predicts the interdependency of six CSFs of e‐learning systems (course design quality, instructor, motivation, student‐student dialog, student‐instructor dialog, and self‐regulated learning) and perceived learning outcomes.     

The Relationship of Supervisory Styles to Satisfaction With Supervision and the Perceived Self‐Efficacy of Master's‐Level Counseling Students

The purpose of this study was to determine whether supervisors' supervisory styles are related to master's‐level counseling students' satisfaction with supervision and their perceived self‐efficacy. Multiple regression analyses of data obtained for 82 participants indicated that particular supervisory styles were significant predictors of supervisees' satisfaction with supervision and perceived self‐efficacy. Findings can be used to enhance the training of supervisors.     

Assessing Readiness for E‐Learning

ABSTRACT Today, e‐learning is a common delivery media for education and training within many organizations. Yet, while both the supply and demand for e‐learning opportunities has risen in recent years, many professionals are beginning to question whether e‐learn‐ers are prepared to be successful in an online learning environment (e.g., Gug‐lielmino & Guglielmino, 2003; Watkins & Corry, 2005). After all, a learner's demonstrated success in a conventional education and training classroom may not be an adequate predictor of success in an e‐learning classroom. One way of gauging a potential online learner's readiness is through self‐assessment. As a first step in defining an instrument that measures an e‐learner's readiness, with the cooperation of volunteer participants from the U.S. Coast Guard, this study looked into the validity and internal consistency of items within a self‐assessment of e‐learning readiness that is under development, and provided data for the continuing development and revision of the instrument. Having demonstrated evidence of internal consistency and construct validity, the self‐assessment now provides a tool for continuing research into the prediction of e‐learning performance. Funding for this study was provided by the International Society for Performance Improvement.     

School Marketing as a Sorting Mechanism: A Critical Discourse Analysis of Charter School Websites

An emerging body of research has explored “supply side” questions of school choice, or how schools and systems shape enrollment through locational decisions, recruitment, and marketing. This study focuses on how school websites market and communicate the distinct missions of charter schools to prospective families. Through a critical discourse analysis (CDA) of 55 elementary charter school websites in one demographically diverse metropolitan area, we explore how school websites operate as discursive texts that signal the potential “fit” between particular schools and particular families. Guided by a critical discourse analysis framework, we emphasize how websites (a) employ implicit discourses of race, culture, and diversity; (b) draw on different meanings of academic achievement, and (c) emphasize different ideologies of individualized learning. We argue that websites act as one mechanism that contributes to the segmentation and differentiation of an emerging local marketplace of school options.     

Supervisory Working Alliance: A Model Providing Direction for College Counseling Supervision

This article presents an overview of the Supervisory Working Alliance Model (E. S. Bordin, 1983) and related research. The author proposes an extension of the model by applying it to evaluation and multicultural competency. The following major advantages of the model for supervision in college counseling centers are discussed: (a) model's transtheoretical nature, (b) model's compatibility with alternate models, (c) model's conduciveness toward multiculturally competent supervision, and (d) model's utility in evaluation.     

E‐Textbooks and Students’ Learning Experiences

The contribution of the e‐textbooks can be enormous considering their additional supporting features, but adoption has not crystallized yet. This study examines the relevant experiences of college students in terms of how the use of e‐textbooks may enhance their learning. A survey study was conducted to measure the perceptions of each student on how helpful an e‐textbook is for facilitating learning (i.e., E‐book Helpfulness), how well it promotes his/her involvement in learning (i.e., Student Involvement), and how much improvement it makes on learning outcome (i.e., Learning Outcome). Results indicate that e‐textbooks are perceived as enhancers of student learning experiences in two complementing routes: (1) E‐textbook Helpfulness enhances students’ learning outcomes directly and (2) Student Involvement plays an important mediating role between E‐textbook Helpfulness and Learning Outcome if students use e‐textbooks in class. These findings suggest that the successful adoption of e‐textbooks requires schools to provide necessary resources (e.g., computer labs) and instructors to actively engage students in using e‐textbooks.     

英语新闻的批评性语篇分析

新闻反映社会问题和意识形态,是批评性语篇分析的主要对象之一。该文旨在介绍批评性语篇分析的概念和理论框架,并运用该理论分析《纽约时报》上的一篇新闻报道来论述、解释语言、权利和意识形态三者间的关系。     

A Critical Discourse Analysis of News Discourse

This paper aims to explore the underlying ideologies as well as the relationship between news discourse and ideology by analyzing a news report on Saddam Hussein's capture in New York Times from the perspective of critical discourse analysis. While making the analysis, this paper studies the details of linguistic features, transitivity, modality and thematic choice which are based on the three metafunctions of language proposed by Halliday in systemic-functional grammar, so as to reveal how news discourse is used by powerful groups to reinforce dominant ideologies, and to gain profound insights about the stance and attitude maintained in news reports.     

A Critical Discourse Analysis on the Teacher Behavioral Norms of Eng-lish Training School

With a Critical Discourse Analysis approach, this essay reveals four types of discourses:discourse of examination, in?struction, technology and regulation. Based on the analysis of power relation among...     

A Critical Discourse Analysis on the Teacher Behavioral Norms of English Training School

With a Critical Discourse Analysis approach, this essay reveals four types of discourses: discourse of examination, instruction, technology and regulation. Based on the analysis of power relation among those discourses, a vivid picture of teachers’ identity at training-school has been clearly sketched. That is, teacher at training-school is a puppet acting as not only the transmitter of specific knowledge, but also the supervisor of rules and spokesman of institution.     

Increasing Adult Learner Motivation for Completing Self‐Directed E‐Learning

This article explores methods organizations can use to increase self‐directed e‐learning completion rates and overall satisfaction. It focuses on three main areas of application: (a) increasing organizational support and positive initial user expectations, (b) reducing factors that lead to learner mental overload, and (c) designing motivational strategies into the learning content. Although applicable as general principles, relevent strategies, theories, and models are discussed with a focus on organizations offering technical product training for their clients.