A Model of School Counseling Supervision: The Goals,Functions, Roles,and Systems Model

The authors outline the Goals, Functions, Roles, and Systems Model (GFRS), a school counseling—specific model for supervising school counselors‐in‐training (SCITs). The GFRS was created as a guide for assisting in supervising and preparing SCITs for the multifaceted tasks they will undertake in their internships and careers. The components of this model are described within the context of the systems influencing supervision of SCITs. The GFRS is detailed to illustrate how it meets the specific needs of school counseling supervision. Examples are included of the GFRS when applied in supervision.     

Intergenerational activities

Early Childhood Education Journal - How can we prepare the young children of today for the future, when 20 percent of all Americans will be old? Education about the process of human aging can help...     

How children living in poor areas of Dar Es Salaam,Tanzania perceive their own multiple intelligences

This study was carried out with 1,857 poor children from 17 schools, living in low-income areas of Dar Es Salaam, Tanzania. All children took the ‘Student Multiple Intelligences Profile’ (SMIP) questionnaire as part of a bigger project that gathered data around concepts and beliefs of talent. This paper sets out two aims, first to investigate the structural representation of the self perceived multiple intelligences for this set of children and second to discuss how the best fit model might reflect children’s culture and their school experiences. After carrying out exploratory factor analysis, a four factor first order model was shown to have a good fit. A higher order factor solution was investigated owing to the correlation of two latent constructs. In order to provide some insight into the multiple intelligences construct the relationship between the SMIP items, student test outcomes and attitudes to learning were examined. The item groupings were explored through African cultural beliefs around intelligences indigenous to African communities.     

Quality and change in higher education

There is increasing evidence that the pressures on British universities for greater quality and accountability, linked closely to funding, are leading to loss of quality. These governmental pressures, exerted through the Funding Councils, are wholly different from those applied in a quite separate way from another government source, the Employment Department. This article analyses the nature and effects of the two kinds of pressures in terms of change theory. This also demonstrates that the observed effects were not only largely predictable but to a substantial extent were predicted, and warns of the danger that the resulting deleterious effects may become irreversible.Lewis Elton obtained an M.A. in Mathematics at Cambridge University and a B.Sc. in Mathematics and a Ph.D. in Theoretical Physics at the University of London. He is a Further and Higher Education Adviser to the UK Employment Department and Emeritus Professor of Higher Education at the University of Surrey. His special interests are in the improvement of university teaching and learning; staff development; distance learning; and organizational change in higher education. Pat Cryer obtained a B.Sc. in Mathematics and Physics at the University of Exeter and a Ph.D. in Educational Development at the University of Surrey. She has recently resigned as Professional Adviser of the UK Universities' Staff Development Unit and is now a Consultant in Higher Education. Her special interests are in issues of quality; staff development; and teaching large classes.The opinions expressed in this paper are our own and do not commit the Employment Department.     

The case for using exemplars to develop academic self-efficacy

Abstract

Academic self-efficacy is critical to academic success. Hence those working in higher education need to make deliberate and substantial attempts to foster academic competence, confidence, persistence and resilience in the students they teach, given they are essential components of academic self-efficacy. Addressing an identified gap in the exemplars literature, this article pays particular attention to how exemplars can be used in an embedded and sustained manner with the intent of fostering and supporting these components. Taking into account the three dimensions of self-efficacy – strength, magnitude and generality – and the various sources of information students draw upon to make judgements about their capabilities, four inter-dependent and inter-related practices and associated experiences are identified. We argue that collectively these practices and experiences can accentuate the positive effects and ameliorate the potential negative effects of exemplar use on student academic self-efficacy.     

Rationalising for and against a policy of school-led careers guidance in STEM in the U.K.: a teacher perspective

This paper reports on teacher attitudes to changes in the provision of careers guidance in the U.K., particularly as it relates to Science, Technology, Engineering and Mathematics (STEM). It draws on survey data of n?=?94 secondary-school teachers operating in STEM domains and their attitudes towards a U.K. and devolved policy of internalising careers guidance within schools. The survey presents a mixed message of teachers recognising the significance of their unique position in providing learners with careers guidance yet concern that their ‘relational proximity’ to students and ‘informational distance’ from higher education and STEM industry may produce bias and misinformation that is harmful to their educational and occupational futures.