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141.
Madeleine Dupre Lennis G. Echterling Cara Meixner Robin Anderson Michele Kielty 《Counselor Education & Supervision》2014,53(2):82-96
In this phenomenological study, the authors explored supervision experiences of 13 licensed professional counselors in situations requiring crisis counseling. Five themes concerning crisis and supervision were identified from individual interviews. Findings support intensive, immediate crisis supervision and postlicensure clinical supervision. 相似文献
142.
Robin Simmons 《Journal of educational administration and history》2014,46(1):57-73
This article revisits the three decades following the end of World War Two – a time when, following the 1944 Education Act, local education authorities (LEAs) were the key agencies responsible for running the education system across England. For the first time, there was a statutory requirement for LEAs to secure adequate facilities for further education (FE), and the post-war era is generally remembered as a period when they dominated FE. Yet this is not the full story of FE in post-war England: it is often forgotten that a significant amount of FE existed outside the municipal framework. This article returns to the post-war decades and begins to uncover the largely forgotten history of FE outside local authority control at that time. It highlights how voluntary and private organisations offered various forms of post-compulsory education outside the municipal framework, and how they contributed to the eclectic and diverse nature of FE across England. This, I argue, not only reflected the expedience, compromise and inertia that characterised FE in post-war England but was rooted in a capture of educational policy more generally by a privileged elite intent on maintaining a social order characterised by social, economic and cultural divisions. 相似文献
143.
The Neag School of Education at the University of Connecticut is committed to the intentionality of interweaving course work and practice in its 5-year teacher preparation program, the Integrated Bachelor's and Master's program. It offers a wide range of field experiences to teacher candidates. Teacher candidates enter the program at the beginning of their junior year and complete the program after they finish their 5th-year postgraduate master's degree studies. This article describes the program requirements and experiences. In essence, it intends to provide an illustration of the interwoven teacher education curriculum as promoted by Darling-Hammond and other scholars. 相似文献
144.
Joann Keyton Robin Clair Cristin A. Compton Debbie S. Dougherty Diane Forbes Berthoud Jimmie Manning 《Journal of Applied Communication Research》2013,41(6):665-683
Sexual harassment remains a persistent workplace problem. The 2017 #Metoo movement and what-have-come-to-be routine news stories about sexual hostility, sexual assault, and sexual harassment in American organizations have opened wounds and reinvigorated public commentary. Although the Equal Employment Opportunity Commission sets forth guidelines for organizations to follow, questions remain about what counts as sexual harassment, and what is an organization’s responsibility in maintaining a harassment-free workplace for its employees. At the invitation of the editor, seven organizational communication scholars responded to a series of questions addressing seven issues related to sexual harassment. These are: sexual harassment policy and training; the responsibilities of bystanders of sexual harassment; organizational culture that provides more support to the harasser than the harassed; the intersection of race with sexual harassment; same-sex harassment and female-to-male harassment; and what can be learned from public movements (e.g. #Metoo). The co-authors’ responses describe sexually harassing situation with which they are familiar. 相似文献
145.
Robin Camille Davis 《Behavioral & Social Sciences Librarian》2013,32(2):88-94
A basic understanding of the Internet's physical and operational structure is one element of information literacy. In this article, “traceroute” and “whois” commands are demonstrated as tools that librarians can use to illustrate how the Internet is geographically distributed, how businesses enable and control information sharing, and how to check a source's credibility by determining website ownership. With these tools, students can gain a better understanding of how online information is created, accessed, and affected in ways that may be otherwise invisible. 相似文献
146.
Suzanne Shurtz Robin Sewell T. Derek Halling Becky McKay Catherine Pepper 《Medical reference services quarterly》2013,32(3):265-281
An academic medical library expanded its iPad loan service to multiple campus libraries and conducted an assessment of the service. iPads loaded with medical and educational apps were loaned for two-week checkouts from five library campus locations. Device circulation statistics were tracked and users were invited to complete an online survey about their experience. Data were gathered and analyzed for 11 months. The assessment informed the library on how best to adapt the service, including what resources to add to the iPads, and the decision to move devices to campuses with more frequent usage. 相似文献
147.
Robin B. Devin 《Medical reference services quarterly》2013,32(1):44-55
This article compares libraries in the United States that serve allied health programs at universities without medical schools. Although these university libraries all serve a similar array of health sciences programs, the organization of their library services differ dramatically. There is also little similarity in their collections, particularly in their choice of indexing and abstracting databases. Yet librarians serving as liaisons to allied health programs at universities without medical schools face comparable challenges in meeting the needs of their users. All reported concerns about gaps in their collections and felt hard pressed to provide optimal library service. 相似文献
148.
This paper reports on the development and implementation of an introductory course on electric circuits based on a constructivist model of curriculum development and teaching. Pupil interviews before instruction explored and clarified the range of children's existing ideas and conceptions. A teaching sequence was designed to elicit pupils’ ideas, to challenge these experimentally where they differed from accepted scientific ideas and to encourage discussion and reformulation of ideas. Post‐instruction interviews showed improved pupil understanding of several important basic concepts. The constructivist approach appeared to provide a viable and satisfactory basis for teachers’ classroom decision‐making and for the structuring and sequencing of activities as the course progressed. 相似文献
149.
Robin Moore 《International journal of qualitative studies in education》2013,26(2):177-200
A grounded theory was developed to describe the processes of self‐understanding of a group of Chinese women graduate students who were studying in the United States at the time of the research. A basic psychological process, reweaving a fragmented self, was identified from interviews with 20 Chinese women graduate students. Reweaving a fragmented self included three sub‐processes: weaving self, fragmenting self and reweaving self, as occurred across two chronological phases, being women students in their homeland and becoming international women students in a new land. Categories and codes explain and support each of the processes. The implications of this research are theoretical and practical. It contributes to the critical theories of women’s selves in a cultural context by exploring the ways in which these Chinese women graduate students negotiated critical cultural elements in their self‐understanding. It also contributes to American higher education by enhancing educators’ understanding of the diversity of these women students’ experiences, expectations and desires and providing them with information on these students’ self‐understanding. 相似文献
150.