Gilbert de Landsheere 《Prospects》1980,10(3):318-324

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Gilbert R. Gredler 《Psychology in the schools》1980,17(2):284-285

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Jean E. Wright 《International journal for the advancement of counseling》1980,3(2):125-135

Summary In considering in this paper the origins, development and need for psychosexual counselling to be an integral part of the provision of a counselling service, one must not lose sight of the fact that some higher educational institutions still have no general counselling provision.It is interesting to note that in the UK at a time when the age of consent and voting age were lowered to eighteen years (Family Law Reform Act, 1969, operational 1970 and Representation of the People Act, 1969), and students were rejecting the idea of wardens and academic tutors acting in loco parentis, the National Union of Students (at their annual conference in 1969) passed a resolution pressing for Counselling Services to be established in each higher educational institution-staffed by fully trained personnel, Milner (1974). Nine years later this resolution has not yet been fully implemented.The university community represents a cross-section of the population, any of whom may have a psychosexual problem and seek help from the counselling service. Counsellors must be trained to treat psychosexual problems as part of their normal range of activities.Storr (1960) points out that it is The individual as well as the disease that needs treatment. This applies in counselling as it does in medicine, so that the counsellor should be able to treat the individual as a whole, and at the same time treat his psychosexual problem.University of Reading  相似文献   

    

Jean Melrose 《Teaching Statistics》1998,20(2):53-54

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  总被引：1，自引：1，他引：0  

Elizabeth C. Stanley  Jean W. Adams 《Research in higher education》1994,35(1):125-140

Administrative growth and administrative expenditures are major issues for institutions of higher education. This paper reports on a study of administrative costs and structures at lowa State University. Various indicators of administrative efficiency are examined, including those related to administrative structures, administrative costs, administrative salaries, and administrative intensity. For each of these aspects, the paper describes the methodology used, summarizes the findings, and provides comparisons to peer institutions when these are available. Conclusions and plans, for the ongoing examination of administrative costs and structures at lowa State University are presented. The final section discusses the adaptability of the methodologies used in this study to studies that could be conducted by other institutions of higher education. Presented at the 1993 AIR Forum, Chicago, May 1993.  相似文献   

  总被引：3，自引：0，他引：3  

Christine Sheppard  J. Gilbert 《Higher Education》1991,22(3):229-249

Previous research into student learning in departments of higher education has shown that links can be established between students' approaches to studying and their perceptions of the academic environment. It has also been found that students with differing study orientations are likely to define effective teaching in ways which reflect those orientations. The study reported here began by identifying different types of student epistemology and then investigated those factors within the academic environment which appeared to influence their incidence. Employing a naturalistic methodology-observations, interviews and case studies - the study was conducted in four departments in one institution of higher education: two arts and two science. Through a process of progressively focusing upon emergent issues, the study evolved through three stages, culminating in a model of the factors appearing to influence the development of student epistemology. It is found that the development of student epistemology is influenced by the interrelated factors of student learning approach, perception of the academic environment and lecturers' theories of teaching, which tends to uphold previous findings. It is also found, however, that students' conceptions of knowledge and their learning approaches are influenced by the ways in which knowledge is structured and presented within departments. Most particularly, a relationship was found between historical and philosophical studies, the methods of teaching them, and the development of student epistemologies.  相似文献   

    

Jean Bleach 《Changing English: An International Journal of English Teaching》1998,5(1):57-67

Older pedagogies that separate learning English in South African schools into LI and L2 inevitably bring in their train judgements of ESL achievements as relatively fixed in quality and as less good in kind than those of L1 users. New curriculum emphases on the dynamic creativity of human language‐learning potential entail more positive and success‐oriented criteria for assessing additional language learning. Electronic links with students in Canberra, Australia and with a Californian Professor of Writing showed Standard 7 students from the Eastern Province as already competent in writing communicatively in English. However, disabling myths still threaten to impede progress towards equity of educational outcomes in South Africa.  相似文献   

    

Gilbert R. Gredler 《Psychology in the schools》1988,25(1):92-100

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Leonard L. Lieber  Jean M. Baker 《Child abuse & neglect》1977,1(1):133-148

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Roger M. Tarpy  Jean E. Roberts  Stephen E. G. Lea  Marie Midgley 《Learning & behavior》1984,12(1):50-54

Previous research has shown that response rates on a variable interval (VI) schedule of reinforcement decrease if a brief response-produced signal is given prior to reward. One explanation is that the signal overshadows the response because it is a better predictor of reinforcement. The S-R overshadowing effect does not occur with variable ratio (VR) schedules, however. Tarpy, Lea, and Midgley (1983) explained this fact by suggesting that the signal functions to enhance the salience of the temporal interval offset on the VI schedule (a characteristic not possessed by VR schedules), which then overshadows the response. In this experiment, the salience of the temporal interval was enhanced in another way: signaled or unsignaled reward was provided to rats responding on either a VI or fixed interval (FI) reward schedule. As predicted, rates were lowest for animals receiving signaled reinforcement on an FI schedule and highest for those receiving unsignaled reinforcement on a VI schedule.  相似文献