MULTIPLE PROCESSING STRATEGIES AND THE CONSTRUCT VALIDITY OF VERBAL REASONING TESTS

This study examines the influence of processing strategies, and the associated metacomponents that determine when to apply them, on the construct validity of a verbal reasoning test. Three strategies for solving verbal analogy items were examined: a rule-oriented strategy, an association strategy, and a partial rule strategy. Construct validity was studied in two separate stages: construct representation and nomothetic span. For construct representation, evidence was obtained that all three strategies, and their related metacomponents, are associated with performance on analogy items. For nomothetic span, the current study found that all three strategies contribute to individual differences in verbal reasoning and to the predictive validity of the test. The results of this study also point to the utility of metacomponents as constructs for describing and understanding test performance. Implications of the results for test development and theories of aptitude are elaborated.     

Mirrors,Reflections and Refractions: The contribution of microteaching to reflective practice

This paper considers a range of strategies that can be used to promote reflection. We focus on microteaching as a vehicle for enabling students to become aware of their values, attitudes and assumptions about learning as these are enacted within microteaching. The subsequent feedback becomes a dialogue between student, peer, teacher fellow and tutor that provides different refractions of this practice and contributes to the development of reflection which we characterise in terms of pre-critical, internalised and hypothetical thresholds. At the pre-critical threshold a practitioner concentrates on their technical competence, using trial and error or survival strategies to manage time, resources and pupils. Practitioners apply more mentally rehearsed operations to address new situations within the internalised threshold. A practitioner operating on hypothetical issues works within the hypothetical threshold and may not have experiences of events to inform hypothetical situations, but is in a position to manage uncertainty. R´ESUMÉ Cet article prend en conside´ration une gamme de strate´gies qu'on puisse utiliser afin d'e´ncourager la re´flexion chez les e´tudiants. On fixe notre regard sur Microteaching (la pratique où un e´tudiant donne une lec¸on à une petite groupe d'e´lèves dans l'Unive´rsite´) comme moyen de leur permettre de prendre conscience de leurs valeurs, dispositions et suppositions concernant le savoir. Le feedback re´sultant devient un dialogue entre l'e´tudiant, ses semblables, professeurs et directeurs(trices) d'e´tudes qui fournisse de diffe´rentes re´fractions de cette pratique, et contribue au de´veloppement de la re´flexion. Un developpement qu'on caracte´rise en trois seuils: pre´-critique, interne et hypothe´thique. Au seuil pre-critique, le pratitien se concentre sur la compe´tence technique par tatonnements ou en utilisant des strate´gies de survie afin de se de´brouiller à propos de son temps, ses ressources et ses e´le ¤ ves. À travers le seuil interne, le pratitien mets en pratique des ope´rations plus mentalement re´pe´te´es en s'attaquant à desnouvelles situations. Le pratitien qui fonctionne à travers le seuil hypothe´tique n'aura pas ne´cessairement les expe´riences d'e´ve´nements pour informer les situations hypothe´tiques, mais il est en mesure de faire face a ¤ l'incertitude.     

Personal Counseling for Counselors in Training: Guidelines for Supervisors

Personal counseling is a valuable growth experience for counselors in training. The authors provide a decision tree and guidelines for the supervisor's use in recommending personal counseling.     

A Role for the Counselor Educator in Teacher Education

Teacher education can use the knowledge and skills counselor education takes for granted. This article outlines a role for counselor education in preservice teacher education by describing two programs in which a counselor education faculty has contributed to the improvement of teacher education. Both programs—one facilitating the career development of prospective teachers and the other, teaching human relation skills to prospective teachers—have been integrated into the teacher education curriculum.     

Realising child voice: the development of Cue Cards

There has been lively and continuing interest worldwide about how best to ensure that all children, and, in particular, children with special needs or disabilities, have their views heard. In the UK, successive legislation across children's services has made this increasingly important. Children's views are even a part of the formal evaluation of many services (such as reviews and inspections of peripatetic support services in education). Making such processes ‘real’ rather than token requires that we find effective ways through which all children can share what they feel about their schools, services and provision. This article describes a technique using a small number of card pictures (eight) to prompt ideas about key elements of a narrative. We suggest that this approach, which has been tried and tested in depth in a local authority (as well as in various research projects), has considerable application in teaching and assessment with diverse children and young people across various contexts. We include examples to illustrate the versatility and value of the approach for schools and other services.     

Use of a Manual to Train Supervisors

A manual was created to teach supervisors to practice a variety of supervision strategies. Counselors supervised by manual-trained supervisors reported satisfaction with their training.