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ROY A. HARDY 《Journal of Educational Measurement》1984,21(3):291-301
Prior to the initial administration of the Alabama High School Graduation Exam, this study was conducted to determine to what extent competencies to be measured by the exam were being taught in the public schools of Alabama.
Teachers of grades 7, 8, 9, and 10 were asked to report the proportion of students in their classes who had received instruction on each competency. The survey identifies a number of competencies that were not being extensively taught and provides insight as to possible reasons certain competencies are not uniformly taught. 相似文献
Teachers of grades 7, 8, 9, and 10 were asked to report the proportion of students in their classes who had received instruction on each competency. The survey identifies a number of competencies that were not being extensively taught and provides insight as to possible reasons certain competencies are not uniformly taught. 相似文献
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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. 相似文献
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BARBARA A. KERR CHARLES D. CLAIBORN DAVID N. DIXON 《Counselor Education & Supervision》1982,22(2):138-148
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. 相似文献
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