The Infusion of Counseling Observations Into a Graduate Counseling Program

This article discusses innovative methods for incorporating both live and videotaped counseling sessions conducted by faculty into a graduate counseling program.     

Enterprise and Liberal Education

Recent initiatives from the Employment Department in the UK have promoted ‘enterprise education’. This paper discusses the relationship of enterprise education to the more established notion of a liberal education. It is argued that enterprise education should be understood not as replacing the aspirations of a liberal education, but rather as supporting or extending them. It does this (i) by helping pupils to understand what is arguably a significant form of life; (ii) by developing understanding of the economic conditions of our social functioning; and (iii) by developing personal qualities which equip us practically to pursue our chosen paths in a competitive and sometimes hostile world.     

Parental and Stakeholder 'Voice' in Schools and Systems

With the expansion of education, the growth of the middle class and their awareness of the nexus between educational opportunities and socio-economic success, countries have come to perceive parents as stakeholders in, not just the recipients of, education. With the growing stakes involved, the need to have parental agreement on the broad lines of educational reform has become a more pressing political objective. This article suggests that it is important to examine 'voice' in the context of these broader trends as well as in the specific context of assessing whether education is becoming more 'demand-led'. It examines the exercise of 'voice' in schooling at the 'micro' level of schools and more broadly in the extent to which school systems at the macro level encourage the expression of diverse educational demands.
Alongside the formal opportunities and encouragement of parental participation, the practice reveals problems and limitations. In some countries parents tend to believe that the issues on which their engagement is sought are the relatively simple, practical ones rather than fundamentals, and that there may even be active discouragement of parental involvement. Evidence in some countries worryingly suggests that the level of parental interest is not high. There are the familiar equity questions to consider arising from inequalities in parental interest/involvement.     

APPLICATION OF COMPUTERIZED ADAPTIVE TESTING TO EDUCATIONAL PROBLEMS

Three applications of computerized adaptive testing (CAT) to help solve problems encountered in educational settings are described and discussed. Each of these applications makes use of item response theory to select test questions from an item pool to estimate a student's achievement level and its precision. These estimates may then be used in conjunction with certain testing strategies to facilitate certain educational decisions. The three applications considered are (a) adaptive mastery testing for determining whether or not a student has mastered a particular content area, (b) adaptive grading for assigning grades to students, and (c) adaptive self-referenced testing for estimating change in a student's achievement level. Differences between currently used classroom procedures and these CAT procedures are discussed. For the adaptive mastery testing procedure, evidence from a series of studies comparing conventional and adaptive testing procedures is presented showing that the adaptive procedure results in more accurate mastery classifications than do conventional mastery tests, while using fewer test questions.     

MULTIPLE PROCESSING STRATEGIES AND THE CONSTRUCT VALIDITY OF VERBAL REASONING TESTS

This study examines the influence of processing strategies, and the associated metacomponents that determine when to apply them, on the construct validity of a verbal reasoning test. Three strategies for solving verbal analogy items were examined: a rule-oriented strategy, an association strategy, and a partial rule strategy. Construct validity was studied in two separate stages: construct representation and nomothetic span. For construct representation, evidence was obtained that all three strategies, and their related metacomponents, are associated with performance on analogy items. For nomothetic span, the current study found that all three strategies contribute to individual differences in verbal reasoning and to the predictive validity of the test. The results of this study also point to the utility of metacomponents as constructs for describing and understanding test performance. Implications of the results for test development and theories of aptitude are elaborated.     

Teacher Leadership: towards a research agenda

This article explores the emerging discourse about teacher leadership in the UK. It draws upon the international literature in exploring a classification of forms of teacher leadership and discusses issues concerned with the policy context. It considers some theoretical perspectives on distributed leadership before going on to examine in detail a possible framework of factors affecting teachers' capacity to exercise leadership. Finally it puts forward a proposal for research.     

Information in primary health care

相似文献   

EFFICIENCY OF LINEAR EQUATING AS A FUNCTION OF THE LENGTH OF THE ANCHOR TEST

One of the most widely used methods for equating multiple parallel forms of a test is to incorporate a common set of anchor items in all its operational forms. Under appropriate assumptions it is possible to derive a linear equation for converting raw scores from one operational form to the others. The present note points out that the single most important determinant of the efficiency of the equating process is the magnitude of the correlation between the anchor test and the unique components of each form. It is suggested to use some monotonic function of this correlation as a measure of the equating efficiency, and a simple model relating the relative length of the anchor test and the test reliability to this measure of efficiency is presented.