The study examined whether age, prior work experience, number of courses taken, and number of internship hours have a positive relationship with counseling self‐efficacy. Participants were 116 counselor education students. The results from correlation and multivariate analyses of covariance revealed that the length of internship hours and prior related work experience were positively correlated with counseling self‐efficacy. The differences in counseling anxiety, affection adjustment, and assessment found between the students in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and those in non‐CACREP‐accredited programs disappeared when the background variables were controlled as covariates. 相似文献
The purpose of this study was to investigate the beliefs of six experienced high school science teachers about (1) what is successful science learning; (2) what are the purposes of laboratory in science teaching; and (3) how inquiry is implemented in the classroom. An interpretive multiple case study with an ethnographic orientation was used. The teachers' beliefs about successful science learning were substantively linked to their beliefs about laboratory and inquiry implementation. For example, two teachers who believed that successful science learning was deep conceptual understanding, used verification labs primarily to illustrate these concepts and used inquiry as a type of isolated problem‐solving experience. Another teacher who believed that successful science learning was enculturation into scientific practices used inquiry‐based labs extensively to teach the practices of science. Tension in competing beliefs sets and implications for reform are discussed. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 936‐960, 2004. 相似文献
This paper is presented in two parts. The first part explores the methodological and epistemological implications of working as a black, female researcher studying issues of social justice and equality in a faculty of education. It is argued that many of those researching social issues and motivated by the desire to facilitate change are faced with an apparent contradiction between a commitment to producing objective, value free research and their commitment to equality and justice. This apparent contradiction haunts them in their negotiations with gate keepers, research funders, employers, the academic community and with policy makers and other practitioners. It is argued that the contradiction is indeed only apparent and that it is based on mistaken notions of ‘objectivity’ and ‘universal values’. I argue that as ‘committed’ researchers we need to move beyond such false contradictions while at the same time accepting a dual role, of empowerment and critical engagement. In part two of the paper, it is suggested that a radical humanist, critical and reflexive form of action research, one that is informed by a concern for social justice and emancipation, may be constructed that is grounded on Habermas's conception of a ‘pathology of communication’. Such research would be directed at the dominant mode of academic and educational production itself. The Gramscian conception of the ‘organic intellectual’ is invoked in elaborating a research model that might go beyond the kind of ‘simultaneous‐integrated’ action research that has been described by researchers such as Alison Kelly while being radically distanced from work being carried out under the rubric of ‘teacher as researcher’ or other possibly technicist and managerial action‐research models. 相似文献
This research tested a social‐developmental process model of trust discernment. From sixth to eighth grade, White and African American students were surveyed twice yearly (ages 11–14; Study 1, N =277). African American students were more aware of racial bias in school disciplinary decisions, and as this awareness grew it predicted a loss of trust in school, leading to a large trust gap in seventh grade. Loss of trust by spring of seventh grade predicted African Americans’ subsequent discipline infractions and 4‐year college enrollment. Causality was confirmed with a trust‐restoring “wise feedback” treatment delivered in spring of seventh grade that improved African Americans’ eighth‐grade discipline and college outcomes. Correlational findings were replicated with Latino and White students (ages 11–14; Study 2, N =206). 相似文献
The true emancipation of women should become a common European concern and a common European goal. Emancipation means that no socio‐cultural or biological constraint should prevent women from obtaining the same chances and opportunities as men. True emancipation, which is still a distant objective in most of the European countries, implies that access to professional life should not have to be paid for by an exhausting cumulation of domestic and professional roles. A recent research programme on the student population of the University of Geneva provides data which are relevant in this respect. Female students are less likely to have internalized norms of behaviour which facilitate adaptation to a competitive environment in which women have to compete with men. Being subject to cross pressures and torn between two sets of behavioural norms, young women are often ambivalent in their attitudes. The conclusions of the Geneva research are consistent with other research results in other countries. The major explanatory factor is early socialization. True emancipation of women requires a long‐range education policy aiming at gradually reducing the differences in the socialization patterns of boys and girls. 相似文献
Abstract Recent controversy over Piagetian tasks concerns whether the experimenter's actions result in children misunderstanding the question. Evidence for this has been derived from differences in performance of conservation tasks according to whether the transformation is intentional or accidental. Studies reporting large differences according to transformation type are claimed to be flawed procedurally. Including a preliminary talk and restricting questions to one domain result in little or no transformation type effect. Whether children's correct judgments in accidental versions are reliable indications of their knowledge has also been disputed. They may reflect children's ignoring of the transformation or covert counting. Using an identity conservation pretest 192 Yemeni children were selected to be tested on number conservation tasks varying in transformation type, numerosity and equality. The results were analysed using a model‐fitting procedure. Identity nonconservers were affected by transformation type but not numerosity whereas identity conservers showed the opposite pattern. The identity nonconservers may simply have been so bemused by the adult experimenter introducing a soft toy in the accidental conditions that they guessed. For identity nonconservers guessing will result in greater success than reasoning.相似文献
Children and adolescents today face a plethora of stressful problems, including family and relationship conflict, death of close family members or friends, and academic and social pressures. Such problems have been found to contribute to an increased risk of various emotional–social–cognitive difficulties in adolescence. These include academic failure, social misbehaviour, interpersonal problems, and depression.
Programmes that promote coping with normative stress, delivered to the whole population, have been considered to represent a promising direction for the prevention of social emotional difficulties. The Best of Coping: Developing Coping Skills Program (Frydenberg & Brandon, 2002Frydenberg EBrandon CM(2002)The best of coping Melbourne: Oz Child [Crossref][Google Scholar]) was introduced in two school settings on four separate occasions. Evaluation of the results provides modest support for coping skills enhancement but provide a warning about the need for caution when implementing and evaluating the Programme. First, it appeared to have some opposing effects on males and females. Second, improvements in students' coping responses were apparently related to the authenticity of implementation of the Programme.
The findings are discussed with regard to the need to implement programmes through which we can teach adolescents coping responses, which include optimism and problem‐solving skills, so that they may handle problems and stressors more effectively. Additionally, an important feature of such programmes is a focus on the reduction of the use of non‐productive coping skills. With an increase in psycho‐social problems, the need to provide school‐based programmes is discussed, with emphasis placed on programme implementation. In particular, the probable need for ongoing involvement of psychologically trained school counsellors with teachers, through the life of the programme. 相似文献
There is extensive evidence of a ‘glass ceiling’ for women across the labour market. Though schools have widely been described as ‘feminized’ work environments, the under‐representation of women at school management level is well established. Based on a study of women teachers’ careers and promotion in the English school sector (in early years, primary and secondary schools), this paper draws on a critical discourse analysis of 44 individual interviews conducted with women teachers to explore their views of the ‘glass ceiling’. Despite significant evidence of the barriers to management positions faced by women teachers, interpretative frameworks drawing on discourses of individualization and personal choice are most prominent among these to make sense of the low proportion of women in school management. However, the paper also identifies the existence of alternative discourses recognizing the existence of gender inequalities. 相似文献