A Factor Analysis of the Counselor Evaluation Rating Scale

This study was conducted in order to add to the empirical data available on the Counselor Evaluation Rating Scale (CERS). Ratings on 404 students from approximately 35 different supervisors were factor-analyzed using an oblique solution with rotation to simple loadings. Six primary factors were found: general counseling performance (I), professional attitude (II), counseling behavior (III), counseling knowledge (IV), supervision attitude (V), and supervision behavior (VI). A subsequent analysis yielded two second-order factors; the first was composed of primary factors I, III, IV and the second of primary factors II, V, VI, which closely approximated the original counseling and supervision scales of the CERS. It was concluded that the CERS has generally achieved the purposes intended by its authors. Suggestions for minor changes in item-scale designations are provided.     

Training Counselors in Persuasion

The interpersonal influence model of counseling has implications for counselor training. The behaviors and other cues used to establish counselor expertness, trustworthiness, and attractiveness—qualities associated with persuasiveness—are described.     

The Contribution of Completing Degree Studies to Teachers' Professional Development in Israel

This study examined an empirical model for predicting reported contribution of continuing education for teachers returning to college to complete academic degrees. Predictor variables included motives to resume degree studies, reasons for course selection and satisfaction with studies. Data are reported from 124 certified teachers enrolled in BEd degree programmes at an Israeli teachers college. The level of teachers' satisfaction could directly predict the degree to which they felt studies had contributed to their professional development. Reasons for course selection were indirectly related to contribution through their effect on satisfaction, whereas motives to study were not statistically related to other variables.     

Quo Vadis Doctoral Education? New European Approaches in the Context of Global Changes

The first part of the article provides an overview of the changing policy contexts in Europe and North America in which doctoral education and training are embedded and points out the similarities and differences of the ongoing debates and concerns about doctoral education in the two world regions. The second part provides some insight into the differentiation of motives and purposes of doctoral education which has led to a differentiation of the models for doctoral education based on a clearer distinction between a research and a professional doctorate. In the third part, a number of networks, projects and initiatives concerned with reforming doctoral education are introduced to serve as an illustration of the direction current changes are taking. The last part draws some conclusions, emphasising in particular the fact that knowledge production has become a strategic resource in the emerging knowledge economies and thus an object of policy-making and institutional management. This development tends to lead to a concentration of research and research training in fewer institutions.