The foundations and assumptions of technology-enhanced student-centered learning environments

Direct instruction approaches, as well as the design processes that support them, have been criticized for failing to reflect contemporary research and theory in teaching, learning, and technology. Learning systems are needed that encourage divergent reasoning, problem solving, and critical thinking. Student-centered learning environments have been touted as a means to support such processes. With the emergence of technology, many barriers to implementing innovative alternatives may be overcome. The purposes of this paper are to review and critically analyze research and theory related to technology-enhanced student-centered learning environments and to identify their foundations and assumptions.     

Using Action Research to Enhance Teaching and Learning at the University of Technology,Jamaica

As part of its quality assurance systems, the University of Technology, Jamaica initiated a project aimed at exploring how action research could be used as a vehicle for enhancing the quality of the teaching/learning process. Following a series of orientation sessions and the development of a handbook for project teams, five action research projects were undertaken in the second semester of the academic year 2001-2002. The projects focused on using a student-centred approach in traditionally teacher-centred courses. At the end of the project cycle, results indicated that students became more independent learners and instructors had learned much about student-centred classroom strategies.     

Comparative Perceptions of Practicum Counselor Behavior

Nineteen counseling interviews were rated by the respective clients, counselors, and supervisors on the Counselor Rating Form; these ratings of perceived counselor expertness, attractiveness, and trustworthiness were compared in a repeated measures analysis of variance. Results indicated that all three sources of perceptions were similar, although counselors rated their own behavior as significantly less expert than their clients. The article discusses the results in terms of their relevance to counselor supervision and training.     

Comparative Effects of Teaching Basic Counseling Competencies Through Brief Microskills Practice Versus Mental Practice

Students enrolled in an introductory counselor education course who lacked training and experience as interviewers were randomly assigned to one of two short-term attending and responding skills training groups or a wait-control (WC) group. Brief microskills practice (MS) and mental practice (MP) training methods were used in the two treatment groups. All students conducted posttraining simulated counseling interviews, and their videotapes provided data for analysis of the quality of their interview competence and their proficiency with attending and responding skills. MANOVA and follow-up analyses of data from independent ratings of the videotapes indicated that MS was superior to MP and WC on attending skills, MP led to superior performance on responding skills, and neither MP nor MS led to significant differences in perceived competence on qualitative dimensions.     

A Format for Case Conceptualization

The authors developed a format for case conceptualization to foster the systematic collection and integration of clinical data. The format is intended to complement training in counseling techniques.     

Is Christian Education Compatible With Science Education?

Science education and Christian education are not compatible if byChristian education one means teaching someone to be a Christian. Onegoal of science education is to give students factual knowledge. Even whenthere is no actual conflict of this knowledge with the dogmas ofChristianity, there exists the potential for conflict. Another goal ofscience education is to teach students to have the propensity to be sensitiveto evidence: to hold beliefs tentatively in light of evidence and to rejectthese beliefs in the light of new evidence if rejection is warranted by thisevidence. This propensity conflicts with one way in which beliefs are oftentaught in Christian education: namely as fundamental dogmas, rather than assubject to revision in the light of the evidence.