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Christopher J. Rybak Guofang Wan Celia Johnson Rosalyn Anstine Templeton 《International journal for the advancement of counseling》2002,24(1):43-56
In view of the increasing need formeaningful cross-cultural understanding, thefacilitation of dialogue about diverse modelsof human wellness will help promote greaterunderstanding for educational professionalsacross divergent cultural backgrounds. Such adiscussion will by necessity is comprehensiveand far-reaching. Topics of consideration willinclude the common concerns of counselors andeducators, cross-cultural trainingopportunities, and Eastern and Westernphilosophies of education, development, andemotional wellness. As a beginning step in thisprocess of understanding perspectives fromdifferent parts of the globe, a pilot studyusing a questionnaire was conducted withrespect to Chinese and U.S. Universityeducators. Findings regarding similaritiesand differences are described. Preliminaryfindings suggest that differing philosophiesmay underlay the perspectives of Chineseeducators, who are strongly influenced byConfucius, and American educators who arestrongly influenced by Western thinkers such asDewey. Yet, both Chinese and Americaneducators agreed that the top priority ofeducators was student academic achievement. The results of the study suggested that therole of counselor be construed differently inChina as compared to the U.S. for a complexityof reasons described in this article. 相似文献
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The purpose of this study was to investigate subtle aspects of the school environment in a city school, where teachers and students had previously implemented activities to increase awareness of peace as a means of promoting a change in behavior. Responses to the School-Level Environmental Questionnaire (SLEQ) indicated that teachers wanted more student support, more resources, and less work pressure. Teachers chose the area of student support on which to focus in developing action plans. An interview with the assistant principal provided perspective on progress made after implementing the action plans. 相似文献
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Learning Environments Research - 相似文献
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Richard A. Young Sheila K. Marshall José F. Domene Matthew Graham Corinne Logan Laura Templeton Anat Zaidman-Zait Ladislav Valach 《International Journal for Educational and Vocational Guidance》2007,7(3):149-158
A framework for understanding career transitions based on the joint processes and goals of those engaged in the transition and significant others in the person’s social network was used to study the transition to adulthood of youth aged 17–19 years and their families. Twenty parent-youth dyads participated in this study in which a transition project was identified and monitored for 6 months. Two cases are used to illustrate the characteristics of the motivated transition project at the levels of meaning, functional processes, and conscious and unconscious behaviour and structural support and resources. 相似文献
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