排序方式: 共有35条查询结果,搜索用时 15 毫秒
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DONALD BLOCHER EDWARD W. CHRISTENSEN ROBIN HALE-FISKE STEVEN H. NEREN TERRANCE SPENCER SHERRIE FOWLKES 《Counselor Education & Supervision》1985,25(1):21-30
This study deals with the design and pilot validation of an instrument to measure cognitive growth during counseling supervision. An instrument was designed to reflect issues and concepts frequently addressed in supervisory sessions. This instrument, called the Counselor Perception Questionnaire (CPQ), is based on responses to videotaped counseling interview material. The CPQ yields two scores, a Differentiation score (D) and an Integration score (I). Scorer reliabilities were computed using independent scorers, and a convergent and a discriminant validity study was done. Administration of the instrument to samples of master's degree students and experienced counseling psychologists with PhD degrees showed that the D score differentiated between the two groups at a statistically significant level. The potential usefulness of this kind of instrument is briefly discussed in terms of developmental approaches to supervision. 相似文献
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ROBIN BARROW 《Journal of Philosophy of Education》2007,41(4):559-573
This paper, while broadly arguing in favour of the common school, nonetheless accepts the possibility of distinct specialist institutions in the later years of secondary schooling. It also argues for a careful distinction between a comprehensive school and a comprehensive classroom; further distinguishing between grouping by reference to alleged overall or all-round ability ('streaming') and grouping by reference to current preparedness for particular studies ('setting'). It favours the latter and is critical of a policy of inclusion that tends towards the placing of students with special needs in the regular classroom. It argues throughout that practice and policy must be based on educational rather than social grounds, should they be in conflict. 相似文献
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ROBIN USHER 《Journal of Philosophy of Education》1992,26(2):201-214
ABSTRACT The concepts of experience and experiential learning are of critical significance in both the study and practice of adult education. Adults are seen as uniquely characterised by their experience, experiential learning an alternative to didactic and knowledge-based modes of education. In this paper a critique is presented of the powerful discourse of the autonomous subject based on humanistic psychology which, it is argued, has shaped adult education in a misleading, inappropriate and unhelpful way. A postmodern perspective drawing on Continental philosophy is utilised. The 'situated' subject provides a conception of subjectivity and experience which preserves a needed dimension of agency whilst avoiding psychologism and individualism. 相似文献
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Soft or socio-technical systems methodology promises much for the task of engineering education, note least the way in which it promotes an inherently interdisciplinary mode of thinking. For this reason it is being advocated as a desirable framework to be fully integrated into the curriculum of any training programme. In this paper we briefly outline the development of ‘systems thinking’ and the form it has taken in the study of work and organisations. Next we consider some of the reservations which social scientists have expressed about such modes of thought. Finally we explore further the relationship between systems, interdisciplinarity and engineering education. 相似文献
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ROBIN BLYTHE-LORD 《The International Journal of Art & Design Education》1994,13(2):153-162
The educational use of humour, when it is used during live teaching, appears to be mainly that of maintaining attention and improving audience attitude. It may be unplanned, opportunist and driven by events, or consciously worked into a presentation, lecture or demonstration, nevertheless the quality, pertinence and effectiveness of the humour is very much due to the individual's sense of humour, timing and sensibilities. Some teacher's views on humour are that it is in some way divorced from learning (which is a properly serious thing) and only useful to alleviate boredom and stress. A typical response might run as follows: 1. Humour is flippant, deconstructive and diverts from the true path of knowledge, 2. If this paper is about humour then it is going to be terribly dull, 3. OK then, make me laugh. This current research, which is at an early stage, is concerned with applications of textual and illustrative humour in teaching materials for 18–22 year old undergraduate students. It will consider the possibility that humour can positively contribute to understanding, creativity and learning, and whether an application model can be constructed to help teachers, authors and learners. 相似文献