Review of Research on Practicum Supervision

This five-year review of research on practicum supervision examines research findings and research designs. Research is classified according to the role of the supervisor, the training procedure, and the rating systems. The major focus of research has been on training in the core conditions of facilitative communication. Modeling techniques have been used effectively in practicum, didactic approaches have been more effective than experiential approaches, and audiotape procedures in training were as effective as videotape techniques.     

SARGO: A Training Program for Directors of Guidance Services

SARGO consists of 13 simulation units that have been developed for training potential directors of guidance. Responses of employed directors of guidance to a questionnaire on their specific duties formed the basis for the simulation unit topics and activities. Role-playing, case studies, in-basket/out-basket techniques, critical incident films, and program development were some of the activities used within each SARGO unit. Each trainee operated in a simulated school of his own design. Trainees reported that the semester-long simulation program was interesting, motivating, and realistic. The significant change in accuracy of trainee estimates of time that directors spent in a variety of activities was measured.     

加拿大及美国的知识产权担保法发展概述

加拿大及美国的动产担保法律在世界上是最为有效和成熟的。这两个国家的立法对广泛的知识产权给予认可和保护,其中包括专利权、商标权和著作权。此外,其他形式的法定知识产权,包括特殊植物培育者的权利和诸如商业秘密之类的普通法权利也得到认可。然而,规定这些权利的法律是很陈旧的,在许多方面,并不十分适用于知识产权的担保。知识产权担保:注册及优先权根据加拿大和美国法律,在担保协议中可用知识产权作担保品。所涉及的担保权益体现为一种权利负担(charge)(中国法律中用于知识产权担保的质押的概念,在加拿大和美国仅用于有形动产的情况之下)。知识产权的担保权益无需登记即可生效。同其他担保一样,登记只是决定相对于其他权利主张者的优先顺序,而并不影响担保本身的有效性。知识产权可根据     

A MULTIPLE MODERATOR APPROACH TO THE IDENTIFICATION OF OVER- AND UNDERACHIEVERS1

Reported is a study of over- and underachievement of college students, utilizing an iterative multiple moderator technique. The subjects were students at a large southwestern university, the predictors were high school rank and short forms of the Scholastic Aptitude Test, and the criterion was first year grade average. Selected background variables were the potential moderators. The overachievers were characterized as having average aptitude, yet coming from backgrounds where the father was highly educated; the underachievers were observed as having small town origins and high interest in extracurricular activities.     

DEVELOPMENT AND EVALUATION OF A TEST OF INFORMATION STORAGE DURING READING1

Previous research has suggested potential advantages for a new type of item for measuring comprehension in reading and listening. The test items are called “chunked” and consist of groups of meaningfully related words in which certain groups have been changed in meaning from the original passage. A chunked type of test, designed to indicate information stored during reading, was developed and analyzed in two studies. The results of Study 1, indicated that the constructed test items were successful in differentiating between readers and nonreaders of the newly composed reading passages. “Using the results of Study I, test items were revised and two forms of a test were produced, complete with standardized instructions. The major purpose of Study 2 was to evaluate the extent to which the revised and standardization test could discriminate between a group of individuals who took the test in its standard form and another group which was given the same amount of time to work on the test items but was not given the benefit of reading the passages. The major result in Study 2 was that individuals who had not read the passages experienced a 75% decrement in their performance on Form A of the Chunked Reading Test as compared to individuals who had read the passages, and for Form B, nonreaders experienced a 78% decrement. From these re- sults, it was concluded that the Chunked Reading Test is a valid test of information storage during reading in terms of its utility in measuring the differences in information stored between readers and nonreaders of passages, and that it offers many advantages over the traditional standardized reading tests.     

Engaging Preservice School Counselors and Principals in Dialogue and Collaboration

School counselors should be prepared to address student concerns and school problems in collaborative ways and to work cooperatively with school principals. The authors describe an innovative seminar designed to help students in school counseling and in school administration to develop a greater appreciation of the roles, responsibilities, and perspectives of each other in their respective professions.     

ANALYSIS OF “CHUNKED” TEST ITEMS AS MEASURES OF READING AND LISTENING COMPREHENSION1

A new type of test item was developed which required Ss to recognize groups of words, i.e., chunks, whose meaning had been changed from that in the original reading or listening passage. In one study involving 52 Ss and 20 test variables, individual differences on the chunked reading test were found to correlate .68 with a multiple-choice alternate form. In another study, the decrease in listening comprehension due to increased speech rate as measured by the chunked items was roughly parallel to the decrease as measured by the multiple-choice questions. These data were interpreted as providing evidence for the validity of the chunked items as measures of comprehension. However, other results suggested that the chunked items may be less dependent upon grammatical and vocabulary knowledge and more sensitive to within individual changes in comprehension as compared to the traditional multiple-choice question.     

Contradictions and compromise: the curriculum-in-use as negotiated ideology in two welfare-to-work classes

The purpose of this study is to explore how ideologies about work and education are enacted and negotiated in educational programmes for welfare recipients. Data for this study were collected over a six-month period in two publicly funded educational programmes for welfare recipients in a southern state of the USA. Data consisted of interviews, classroom observations, official documents and curriculum materials, and informal conversations with teachers and students. It was found that although teachers and students at times problematized official discourses in their interviews, these discourses were usually upheld when ideologies were enacted and negotiated in the classrooms. When students raised questions in class and sought to discuss problematic issues, they were discouraged from doing so by teachers, who quickly led discussions back into ‘safe zones’, thus upholding official discourses of the programme. The findings raise questions concerning the ability of these programmes to solve unemployment problems, and raise issues about whose interests these programmes are serving.