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HARMAN BURCK EDWARD JACOBS RICHARD SAUBER WINIFRED STONE WILLIAM THOMSON 《Counselor Education & Supervision》1973,12(3):162-171
This article describes and evaluates an innovative way to teach a counseling theories and practices course to beginning counseling students. Cognitive and affective learning processes, continuous and systematic feedback, small group dynamics, and a cross-sectional approach to teaching theoretical concepts and techniques are described. This approach was implemented by using the following instructional format: didactic, demonstration, task simulation, and self-exploration. Evaluation included self—peer, student-staff, and staff-student evaluations and used measures obtained from six instrumented indices. Results suggest that this approach might be a useful alternative to teaching the traditional didactic course in theories and practices of counseling. 相似文献
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From Technologization to Totalization in Education Research: US Graduate Training, Methodology, and Critique 总被引:1,自引:1,他引:0
LYNDA STONE 《Journal of Philosophy of Education》2006,40(4):527-545
Focusing on the context of graduate training in educational research in the United States today, this article is organized into two principal parts. The first overviews the state of research training in order to emphasize the preoccupation with, indeed dominance of, study of methodology. This has turned 'how to do research' into valuing method as technology for its own sake, and thus into technologization. The second part turns to three critiques of technology that together point to potential totalization in research: technologization that limits research processes and potential results. The writings of Martin Heidegger and Jacques Ellul provide a broad frame; the three specific critiques are found in contributions from Henry Adams, Aldous Huxley, and Donna Haraway. The conclusion calls for a questioning of the current form of graduate training and by implication its hold on current research practice. 相似文献
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GERALD L. STONE 《Counselor Education & Supervision》1981,20(4):301-311
The purposes of this study were to determine whether teaching and supervision had an impact on reflective-communication development. The experimental strategy included an analytic approach in which various components were systematically varied among four groups of undergraduate students. Evaluation was through multiple measures representing three sources: counselor behavior and client participation and evaluation. 相似文献
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CAROLYN STONE 《Philosophical Books》1976,17(3):139-143