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Gysbers Norman C. Lapan Richard T. 《International Journal for Educational and Vocational Guidance》2001,1(3):197-208
The evolution of guidance in the schools of the United States from a position to a service to a program is described. Then
the prevailing structure for guidance, the comprehensive guidance program is presented. This section of the article provides
a brief overview of the basic elements of the program. Finally, the article closes with discussion of guidance program evaluation
as well as presents the results of several studies that offer evidence of the impact of guidance programs.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
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Studies of children with attention deficit hyperactivity disorder (ADHD) often emphasize the problems, diagnosis and treatment, but rarely consider the characteristics which are remarkably similar to those of creativity. This study reviews the literature on ADHD traits, their similarity to gifted and creative behaviors, and the implications for educational interventions. A case study of a boy identified with ADHD provides the focus for our discussions. The conclusions point to the need for more varied instructional interventions, emotional and social support, and collaboration between educators and parents. 相似文献
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Fouad Abd-El-Khalick Norman G. Lederman 《International Journal of Science Education》2013,35(7):665-701
This paper aimed to review, and assess the 'effectiveness' of the attempts undertaken to improve prospective and practising science teachers' conceptions of nature of science (NOS). The reviewed attempts could be categorized into two general approches: implicit and explicit. Implicit attempts utilized science process-skills instruction or engagement in science-based inquiry activities to improve science teachers' conceptions of NOS. To achieve the same goal, explicit attempts used instruction geared towards various aspects of NOS and/or instruction that utilized elements from history and philosophy of science. To the extent that teachers' NOS conceptions were faithfully assessed by the instruments used in the reviewed studies, the explicit approach was relatively more effective in enhancing teachers' views. The relative ineffectiveness of the implicit approach could be attributed to two inherent assumptions. The first is that developing an understanding of NOS is an 'affective', as compared to a 'cognitive', learning outcome. The second ensuing assumption is that learners would necessarily develop understandings of NOS as a by-product of engaging in science-realated activities. However, despite the relative 'effectiveness' of the explicit approach, much is still required in terms of fostering among science teachers 'desired' understandings of NOS. The paper emphasizes that explicitness and reflectivness should be given prominence in any future attempts aimed at improving teachers' concepts of NOS. 相似文献
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