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HAROLD F. COTTINGHAM 《Counselor Education & Supervision》1974,13(4):280-287
Counselor education, through its formal organization (ACES), is in the process of examining its standards for program accreditation used for the past decade. This discussion examines current educational forces, such as social change, political conditions, and learning process developments as a basis for a new look at the standards for counselor preparation. Based on these influences, four categories of situational and philosophical issues are postulated: educational and psychological assumptions, outcome behaviors of the counselor education graduate, outcomes of counselor education programming, and outcome behaviors of professional guidance personnel. It is recommended that outcomes of counselor education should be considered in performance terms before instructional strategies are developed. 相似文献
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HAROLD L. HACKNEY 《Counselor Education & Supervision》1971,11(2):102-109
This article presents a model and rationale for training specific counseling skills prior to the practicum experience. Recent research on counseling process and counselor behaviors is integrated into a pre-practicum training laboratory with the following objectives: reducing social behavior inappropriate to professional counseling, learning to tolerate and use silence as a tool, learning to listen, learning to identify feelings through verbal and nonverbal communication channels, developing a repertoire of counselor responses and counseling strategies, and developing a professional self-image. Acquisition of these skills and attitudes in a pre-practicum permits a consultation-professional model for practicum that focuses upon the accumulation of experience rather than skills. 相似文献
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HAROLD R. STRANG BRENT BRIDGEMAN MARY F. CARRICO 《Journal of Educational Measurement》1974,11(2):125-128
Forty-six male and forty-six female third grade children were assigned to one of two experimental conditions. In one condition Ss were told that they were going to take several tests and were than administered three subtests from the nonverbal battery of the WISC. In the second condition Ss were told that they were going to play several games and were than administered the same three subtests. An analysis of variance applied to the resulting summed scores revealed one significant main effect, task definition (p < .01). 相似文献
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HAROLD D. HERMAN 《比较教育学》1995,31(2):261-274
This paper explores the international experience in respect of school-leaving examinations and selection for higher education. It briefly states some theories of selection for equity in societies with severe structural inequalities, why and when formal selection is done. It then advances an argument to explain the dual functions of selection in education. International trends in selection for higher education are analysed, also school-leaving examinations and university access in South Africa. The policy and experience in selection for equity at the University of the Western Cape is then discussed, as well as the academic development programme initiated. It concludes with an analysis of some of the dilemmas facing universities committed to redress and equity in the current climate of entitlement. 相似文献