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This article reports the results of an investigation of the consultation practices of school psychologists. It was found that consultation is one of the school psychologist's major professional functions, and that psychologists feel that other school personnel want them to spend more of their professional time consulting than they do at present. Client-centered consultation is the dominant variety practiced by the respondents, and they tend to conceptualize their consultation efforts in a humanistic (Rogerian) or behavioristic framework. Age and salary are factors in the amount and type of consultation done. Most of the respondents had little formal training in consultation and have learned what they know on the job. 相似文献
163.
Evelyn Goldwasser Joel Meyers Sandra Christenson Janet Graden 《Psychology in the schools》1983,20(2):153-165
This paper presents the results of a national survey of school psychologists to determine the impact of PL 94-142 on the role of the school psychologist. Data were based on responses to 856 surveys by practicing school psychologists who were selected randomly from the NASP membership list during 1979-80. The results suggested that this legislation has had remarkably little impact on the evaluation procedures used or on the school psychologist's role. The two clear changes that have occurred may have negative implications for psychological services (e.g., an increased focus on handicapped children and increased paperwork). It was found that many school psychologists are involved in evaluation, but do not have time to be involved in the IEP process, or to provide follow-up consultation, or direct intervention for prevention and/or therapeutic purposes. This problem was exacerbated in districts that had ratios of greater than 1,000 to 1. Despite these problems, many respondents view the legislation in positive terms, and feel it has helped to enlarge the scope of practice. 相似文献
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Duncan Nulty Margaret Kiley Noel Meyers 《Assessment & Evaluation in Higher Education》2009,34(6):693-707
One issue universities face is the need to demonstrate excellence in postgraduate research supervision at the individual, faculty and university level. While poor supervision might become obvious over time, with grievances, withdrawals and poor completion times and rates, this paper focuses specifically on identifying and demonstrating supervisory excellence. Currently, the amount and range of evidence used to support claims of supervisory excellence tends to be limited, leaving supervisors, faculties and institutions in a position where demonstrating excellence remains difficult. This paper proposes two inter‐dependent ideas which, considered together, help to redress this problem. The first is a ‘map’ for the collection and use of evidence of supervisory excellence. The second is a ‘template’ for a ‘supervisory excellence report’. The ‘map’ details the organisational elements, uses of data, and data types which can be considered. The ‘report’ explains one simple and potent way to organise and present these data for multiple purposes. Together they constitute a much‐needed framework for promoting and recognising excellence in the supervision of research students. 相似文献
167.
In this article, we articulate five principles of curriculum design and illustrate their application in a third‐year undergraduate course for environmental and ecological scientists. In this way, we provide a practical framework for others wishing to enhance their students’ learning. To apply the five principles, we created a learning environment consisting of a broad range of learning resources and activities which were structured and sequenced with an integrated assessment strategy. The combined effect of this ensured alignment between the learning environment we created, the thinking approaches students used and the learning outcomes they achieved. More specifically, the assessment activities guided students by requiring them to recognise when their understanding was limited – and then to engage them in thinking approaches that would develop their understanding further. By providing a framework of thoughts, ideas and information, we sought to progressively enhance the sophistication of our learners’ thinking. Thus, the assessment required students to integrate, synthesise and construct their understandings in ways consistent with the discipline and the professional pathways on which they had embarked. We intend that this illustration will act as a guide to other academics to adopt the same principles in their teaching. 相似文献
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Schmallenberg virus causes stillbirths in animal populations like cattle, goats, sheep, bison and Alpaca. The first case was reported in Germany in November 2011 in a town called Schmallenberg. Consequently, many more cases were reported all over Europe, in The Netherlands, Belgium, the United Kingdom and France. Here, we elaborate on the recently identified Schmallenberg virus and its pathological outbreak in animals. 相似文献
170.
Heejeong Sophia Han Eugenia Vomvoridi-Ivanović Jennifer Jacobs Zorka Karanxha Andrea Lypka Cindy Topdemir 《Studying Teacher Education》2014,10(3):290-312
In this article we discuss findings from a collaborative self-study of how seven teacher educators define, enact, and navigate their roles as culturally responsive educators across various programs within a higher education institution. All participants conducted an individual interview with another team member and engaged in prolonged team meetings in order to understand and conceptualize culturally responsive pedagogy (CRP). Findings include the participants' difficulty with defining CRP in higher education; the importance of modeling and building relationships with students when enacting CRP; tensions related to students and institutions; and professional and personal opportunities to continuously evolve. The findings begin to fill in a void for an articulated framework of CRP beyond P-12 classrooms and illustrate the type of support and professional development higher education institutions need to provide for teacher educators to actualize this work. 相似文献