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131.
PAUL J. HARTUNG 《Counselor Education & Supervision》1996,36(1):6-13
This article discusses multicultural counselor training and outlines strategies for infusing counseling courses with multicultural content. It also describes how a counseling theories course was transformed to infuse multicultural perspectives. 相似文献
132.
Men who become Primary School Teachers: an early portrait 总被引:1,自引:0,他引:1
This paper reports the findings of a study which sought to provide improved understanding of what motivates young men to choose primary teaching as a career and their experiences of their university course. It is hoped that the understanding so derived can be used to encourage males to enter the teaching profession at primary level. Sixteen new male graduates were interviewed, just over half had begun the education degree immediately after leaving high school. Working with children was a positive motivation, but teaching was also seen as a desirable career with good working conditions. Parents, both mothers and fathers, were supportive of teaching as a career for their sons. The university course became more interesting for these male students once they were involved directly in schools. They described themselves as less conscientious than female students, but as having interests other than study which gave them an edge in the classroom. 相似文献
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134.
The LIFE project creates a digital lifecycle model based on previous work undertaken on the lifecycle of paper-based material.Web Archiving, Voluntarity Deposited Electronic Publications (VDEP), and E-Journal are chosen as case study for application and evaluation of the LIFE Mode.Case studies show its potential for further use in a numble of roles,such as improving assessment of the financial commitment,more effective planning for preservation activities etc.The LIFE Mode will be revised and refined in LIFE2 Project. 相似文献
135.
IMRE HORVÁTH JOŽE DUHOVNIK PAUL XIROUCHAKIS 《European Journal of Engineering Education》2003,28(1):83-102
This paper reports on and draws conclusions about the international course called European Global Product Realization. It was organized to provide university students with knowledge about distributed product development in virtual enterprises. The philosophy of the course is discussed together with its structure, contents, organization, infrastructure, deliverables and the experiences. Necessitated by globalization, the principles of operation of virtual enterprises were used in organizing the course. The knowledge accumulated in global product realization by the participating companies and academic sections provided the basis for the course and for the student projects. The organizers put the students of three European universities into the position of evolving young professionals who act as both knowledge producers and knowledge consumers. The design and engineering students took part in academic lectures and industrial case studies in a virtual classroom and practised collaborative product development in the emulated virtual enterprise. The academic virtual enterprise framework has been confirmed to be a solution for opening the conventional educational institutions. Our future work will concentrate on how to exploit disciplinary and operational research as the engine behind academic learning and teaching. 相似文献
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138.
Teaching Effectiveness: The relationship between reaction and learning evaluation criteria 总被引:1,自引:0,他引:1
This study used a pre/post design to assess student learning for the purposes of examining relationships among student grades, student learning, and student evaluations of teaching. These relationships were reframed in terms of reaction (Level I) and learning (Level II) evaluation criteria. Participants were 652 undergraduate students enrolled in seven sections of an introductory psychology course. Our results indicated a medium relationship between student grades and the pre/post learning measure. In addition, a small relationship was observed between student ratings of teaching effectiveness and a pre/post measure of learning. We conclude that student ratings and learning measures assess different aspects of teaching effectiveness and should not be used interchangeably. The most appropriate criterion for assessing teaching effectiveness is a function of the goal of evaluation. However, reaction and learning measures may be used in conjunction to obtain a more complete picture of instructor effectiveness. 相似文献
139.
PAUL D. SNIDER 《Counselor Education & Supervision》1985,25(1):66-73
At a time when the courts are increasingly called on to settle disputes, the mental health profession finds itself vulnerable to litigation under legal doctrines that were previously limited to the medical establishment. The possibility of being sued by a client is not limited to individual practitioners. Counseling supervisors and administrators in counseling centers are likely to be named co-defendents. This likelihood is reinforced by recent decisions that have held counselors, supervisors, counseling centers, and sponsoring institutions responsible for the public threat posed by clients. This article describes elementary principles of law involving supervisors and counselors and explores the ramifications of these doctrines in reference to “the duty to warn.” Suggestions for avoiding litigation are also offered. 相似文献
140.
A broad‐scale quantification of the measure of quality for scholarship is under way. This trend has fundamental implications for the future of academic publishing and employment. In this essay we want to raise questions about these burgeoning practices, particularly how they affect philosophy of education and similar sub‐disciplines. First, details are given of how an ‘impact factor’ is calculated. The various meanings that can be attached to it are scrutinised. Second, we examine how impact factors are used to make various ‘high stakes’ academic decisions, such as hiring and promotion, funding of research projects and how much money is to be awarded to a particular area. By focusing on a particular practice, problems with the application of the metric generally are outlined. Finally, we offer some general observations about the unintended consequences and other problems arising from the widespread use of this metric, including attempts to ‘game the system’. We argue that the use of impact factors increasingly shapes the kind of topics and issues scholars write on, their choices of methodology, and their choice of publication venues for their work. Technical measures and mechanisms tend to ‘colonise’ the qualitative and professional judgments that must also be part of the process of evaluation, and for which bibliometrics alone cannot offer a substitute. 相似文献