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作为一名法国队的球迷,尽可能多地收集法国国脚的签名是我一直以来的梦想。然而,由于法国球员不是很热情,法甲的球队回信率也较低,我的回信收获寥寥无几。     

A Contextual-Functional Meta-Framework for Counselling Supervision

In this paper, an approach to clinical supervision, entitled the Contextual-Functional Meta-Framework (CFM), is developed and articulated, based on a consideration of current literature and the author??s extensive practice experience. First, the context for the development of the CFM, and its formative influences, are examined, followed by a review of its six main components: the administrative context in which supervision takes place; the culture infused supervisory working alliance; nine supervisory functions; the supervisor??s and supervisee??s theory of change; the service delivery system; and the phase of counsellor development. Finally, future avenues for the model??s ongoing development and evaluation are discussed. As a meta-framework for the development of one??s personal approach to supervision, rather than a model of supervision, the CFM provides a transtheoretical heuristic for clinical supervisors to develop their personal approach the supervision.     

Performance Funding in Higher Education: The Effects of Student Motivation on the Use of Outcomes Tests to Measure Institutional Effectiveness

This study obtained data from 1,633 students who took the Collegiate Assessment of Academic Proficiency (CAAP) to evaluate whether the English, math, and critical thinking exams should be used as performance funding measures in the state. Analysis of Covariance (ANCOVA) was utilized to demonstrate that the use of the exams was problematic because students failed to give the assessments their best effort. Other variables in the analysis included level of English and math completed, grade point averages for English and math, cumulative grade point averages, and student characteristics. Policy implications for performance funding are also addressed in the study.     

Improving SET Response Rates: Synchronous Online Administration as a Tool to Improve Evaluation Quality

Institutions of higher education continue to migrate student evaluations of teaching (SET) from traditional, in-class paper forms to online SETs. Online SETs would favorably compare to paper-and-pencil evaluations were it not for widely reported response rate decreases that cause SET validity concerns stemming from possible nonresponse bias. To combat low response rates, one institution introduced a SET application for mobile devices and piloted formal synchronous classroom time for SET completion. This paper uses the Leverage Salience Theory to estimate the impact of these SET process changes on overall response rates, open-ended question response rates, and open end response word counts. Synchronous class time best improves SET responses when faculty encourage completion on keyboarded devices and provide students SET completion time in the first 15 min of a class meeting. Full support from administrators requires sufficient wireless signal strength, IT infrastructure, and assuring student access to devices for responses clustering around meeting times.     

A comparison of the governing of primary and secondary schools in England

In England, governing bodies continue to be responsible for the conduct of publicly funded schools. This article compares the governing of publicly funded primary schools (for 5–11 year olds) and secondary schools (for 11–18 year olds). The research analysed policy documents and the governing of 16 primary and 14 secondary schools. The main governance mode for both primary schools and secondary schools is hierarchical and similar in nature, and the governing bodies of primary and secondary schools use broadly similar governing instruments. However, they differ in significant ways. In primary schools, governing is smaller in scale and less complex. Primary school governing is closer to the school and children, and the images held by governors of the system to be governed are better developed in primary schools. Functional knowledge was more useful in primary school governing, and the use of informal meetings as instruments of governance was more widespread in primary school governing. The findings and their implications need to be taken into account in the analysis of and policy making for school governing.     

Student as institutional mirror: What campuses can learn from nontraditional populations

Jeff Davis explains how the challenges of students on the autism spectrum shine a light on the often‐invisible impediments of first‐generation students.     

Teachers' perceptions of students' excuses for academic difficulties

Ninety-seven teachers described situations in which their students experienced academic difficulties and gave reasons (excuses) to explain their difficulties. Teachers indicated whether or not they believed the reasons students gave, what they thought the “real” reasons for the students' difficulties were, and how they reacted and behaved toward the students. Analysis of teachers' reports indicated that students were most likely to attribute their academic difficulties to external, uncontrollable factors, whereas teachers tended to believe that the “real” reasons for students' difficulties were internal and controllable. Teachers reported that they would react in a positive manner toward the students whether or not they believed the reasons the students gave to explain their difficulties. Implications of these findings for student motivation are discussed.     

Fostering innovation through collaborative action research on the creation of shared instructional products by university science instructors

ABSTRACT

The purpose of this study is to profile four university science instructors who utilized action research as a means of learning how to develop and integrate a novel curriculum innovation – engineering design – in their science courses. Data included curriculum maps, lesson plans, notes from group meetings, and instructor reflections. Data analysis included document review and content analysis. Findings from this study suggest that action research effectively enabled the instructors to 1) establish shared ownership of the project goal – to improve preservice teachers’ learning of science through engineering design; 2) continuously test, revise, and recalibrate their shared instructional products; and 3) leverage multiple sources of innovation. Knowledge generated and used by the instructors represented different kinds of knowledge and distributed expertise resulting in products that were more useful and of higher quality than products created by individuals working alone. Consequently, this resulted in increased use of the products and increased instructor commitment to improve them over time. By simultaneously engaging in research and consequently taking specific action to inform their practice, science instructors in this study successfully created shared instructional products that both guided and enhanced their classroom teaching.