Exploring the Affective Inner Experiences of Therapists in Training: The Qualitative Interaction Between Session Experience and Session Content

Thirty‐four 1st‐year counseling students recorded their inner experiences following a simulated counseling session. Using a qualitative collective case study approach to extract emotion from a large pool of inner experience, 6 judges identified samples of affect through a triangulation process using intensity, extreme, and critical case sampling and then coded them into naturally occurring core ideas and domains. Affective experiences in the inner experiences were found frequently and were often quite intense. Affect was verbally suppressed and was mostly not noticeable on the audiocassettes. Four predominant affective themes emerged from the inner experiences: anger/frustration, disappointment/regret, anxiety/fear, and happiness/excitement.     

社会时空中的真理、专业知识与科学

一打开科学的匣子如同你有语言功能就会思考什么是科学一样,我是一名社会学家,也会思考什么是社会学。从研究范围的宽窄来看,如果把物理学看成是夸克,化学看成是原子,生物化学看成是大分子,生物学看成是细胞,心理学看成是一个完整的人,那么,社会学就像是一个大容器———社会共同体。很难解释社会共同体,因为你是看不到它的。你可以看见人、生物、你自己,但是,你却看不见社会共同体。这就是为什么社会学很难研究,因为你必须了解那些你没有看到过的某个社会整体。即使如此,你能通过关注周围的事物得到社会共同体的涵义,因为你是社会共同体中…     

低能电子破坏DNA

高能电离辐射穿过细胞时会损害DNA，这已不足为奇。每个高能粒子的能量是可见光光子能转的100万倍。然而．近期的实验证明．即使电离辐射释放的是能量很低的电子，同样会破坏RNA和DNA中的核心分子成份。这一结果意味着人们将掌握低水平辐射产生的生物学效应．并改进放射性疗法。     

Writing expository essays from social studies texts: a self-regulated strategy development study

Reading and Writing - This study examined the effectiveness of Self-Regulated Strategy Development (SRSD) to improve students’ ability to write expository essays after reading social studies...     

Livening up the classroom: using audience response systems to promote active learning

Audience response system (ARS) technology offers considerable promise for bringing more interactivity and engagement to the classroom. Since gaining momentum in the late 1990s, ARS use has been promoted for its ability to provide immediate feedback, focus student attention, identify gaps in knowledge, and enhance student involvement. This inexpensive technology is potentially of great value for improving the educational experience of students and instructors alike. doi:10.1300/J115v26n01_08.     

Communities of practice,social learning and networks: exploiting the social side of coach development

Large-scale coach education programmes have been developed in many countries, and are presented as playing a key role in the development of coaches and the promotion of high standards. Unfortunately, however, coaches often perceive that the current system of formal coach education fails to meet their needs. Perhaps as a result, the majority of their development is personally perceived to take place via informal and non-formal means. Appropriately, therefore, there has been an increasing focus within the coaching literature on the social aspects of learning, with social constructivist perspectives receiving particular attention. Reflecting this appropriate focus, this article explores some of the potential opportunities and threats that social learning methods, such as Communities of Practice (CoP), present for coach developers. In tandem, we outline how all coaches are influenced by a set of pre-existing beliefs, attitudes and dispositions, which are largely tempered by their experiences and interactions both with and within their social ‘milieu’. We argue that, at the very least, we need to begin to understand these constructs and, if we do, the potential for coach developers to manipulate and exploit them is obvious. In conclusion, it is highlighted that whilst offering inherent challenges, CoPs and other social learning methods provide coach developers with a great opportunity and legitimate tool to change coach behaviour and raise coaching standards. Perhaps paradoxically, we also propose that formal coach education may still have a vital role to play in this process.     

Using the Teaching Perspectives Inventory (TPI) to examine the relationship between teaching perspectives and disciplines in higher education

This study examined the relationship between different views of teaching and dimensions that differentiate academic disciplines. A total of 114 academics within Greece and 127 academics from similar disciplines but other countries were compared using the Teaching Perspectives Inventory (TPI). Distinctions among disciplines for both groups were based on Biglan’s 3-dimensional classification (Pure/Applied; Hard/Soft; Life/non-Life). The objective of this study was to examine to what extent the teaching perspectives of the academics differ from one classification category to another. Greek academics represented participants in 15 departments across 9 universities throughout Greece, while the international sample was drawn from the TPI database. Statistical analysis indicated better differentiation of Biglan’s classification for its Life/non-Life dimension than for Pure/Applied or Hard/Soft between the combined samples for four Teaching Perspectives: Transmission, Developmental, Nurturing and Social Reform. No perspectives differences existed for Biglan’s Hard/Soft categorisation, although Greek professors were significantly higher in Soft rather than Hard disciplines in the Developmental, Nurturing and Social Reform perspectives compared to their global counterparts. They also demonstrated overall higher ‘Transmission’ scores. The authors conclude that disciplinary differences are real, but that they are small compared to the interpersonal ones or even to the international ones. The relationships between the teaching perspectives and Biglan’s classifications are further discussed.