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971.
Li-fei Wang Kwong-Liem K. Kwan Su-Fei Huang 《International journal for the advancement of counseling》2011,33(1):37-50
The development and consequences of licensure for counseling psychologists in Taiwan are presented to promote cross-cultural
awareness surrounding issues in the counseling psychology profession. The national licensure statute for counseling psychologists
in Taiwan was established by the Taiwanese Legislature in 2001. While the licensing system marked an important milestone,
it also brought forth a number of internal and external conflicts to the counseling psychology profession in Taiwan. The paper
consists of four parts. First, it introduces the development of the Counseling Psychology profession and licensure in Taiwan.
Second, challenges triggered by the statute of counseling psychologists are considered. Third, the profession’s strategic
response to these challenges is addressed. Finally, the profession’s ongoing post-licensure development is presented. We hope
this article facilitates further exchanges of initiatives undertaken by international colleagues to consolidate the ethical
practice of the Counseling Psychology profession in different parts of the world. 相似文献
972.
Svenja Mareike Kühn 《Studies in Educational Evaluation》2011,37(4):189-195
Many innovation-oriented concepts have recently been discussed as means to improve science education and instruction as well as the corresponding tests and exit exams. So far, empirical evidence of whether these new concepts for exam tasks actually find their way into the exam practice is still pending. This contribution takes up this desideratum and exemplifically examines the tasks of statewide exit exams from selected countries in the subjects biology, chemistry and physics with regard to a possible increased context orientation in exam tasks as one prominent characteristic of the requested ‘innovative task culture’. 相似文献
973.
Cultural preparedness is presented as a conceptual framework that could guide the development of culture-resonant interventions.
The Jiva careers programme is presented as a case study to illustrate a method of career and livelihood planning based upon Indian
epistemology and cultural practices. Social cognitive environments and career beliefs are discussed as key factors that characterise
a group’s orientation to career development. An impact analysis is described. Traditional knowledge is highlighted as an important
resource for constructing career guidance programmes to address the needs of clients from different cultural heritages. 相似文献
974.
Todd W. Leibert 《International journal for the advancement of counseling》2011,33(2):127-138
Common factors is a concept that offers an explanation as to what makes counseling effective. Evidence from outcome studies
has implications for training and practice. The particular purpose of this paper is to review the components of a popular
model of common factors, the evidence supporting them, and subsequent implications for counselor educators and practitioners.
The author specifies the parameters of clinical decision-making within the common factors model and discusses the limits of
relational factors in counseling. 相似文献
975.
Emphasis on improving higher level biology education continues. A new two-step approach to the experimental phases within
an outreach gene technology lab, derived from cognitive load theory, is presented. We compared our approach using a quasi-experimental
design with the conventional one-step mode. The difference consisted of additional focused discussions combined with students
writing down their ideas (step one) prior to starting any experimental procedure (step two). We monitored students’ activities
during the experimental phases by continuously videotaping 20 work groups within each approach (N = 131). Subsequent classification of students’ activities yielded 10 categories (with well-fitting intra- and inter-observer
scores with respect to reliability). Based on the students’ individual time budgets, we evaluated students’ roles during experimentation
from their prevalent activities (by independently using two cluster analysis methods). Independently of the approach, two
common clusters emerged, which we labeled as ‘all-rounders’ and as ‘passive students’, and two clusters specific to each approach:
‘observers’ as well as ‘high-experimenters’ were identified only within the one-step approach whereas under the two-step conditions
‘managers’ and ‘scribes’ were identified. Potential changes in group-leadership style during experimentation are discussed,
and conclusions for optimizing science teaching are drawn. 相似文献
976.
S. Bassetto V. Fiegenwald C. Cholez F. Mangione 《European Journal of Engineering Education》2011,36(4):313-326
This paper presents a game of industrialisation, based on a paper airplane, that mimics real world production ramp-up and blends classical engineering courses together. It is based on a low cost product so that it can be mass produced. The game targets graduate students and practitioners in engineering fields. For students, it offers an experiment in which methods learned in separate courses can be applied. For practitioners, it affords an opportunity to engage in reflexive practices related to industrialisation. Both students and practitioners are able to experience integrated management, required by industrialisation, in a controlled environment: the laboratory. 相似文献
977.
This paper explores three influences on the effectiveness of teacher professional development for improving schools – the individual teacher, the learning activities in which teachers participate and the structures and supports provided by schools for teacher learning. It does so by relying on survey data collected for a national study of teacher professional development in England. The analysis indicates that while the professional development of teachers in England is generally ineffectual and lacks school level systems and supports, the professional development and supports for professional learning by teachers in high performing schools display many of the characteristics associated with effective professional learning. Given the results showing a link between school factors and professional learning and the lack of influence of individual teacher factors, the paper concludes that the previously reported importance of school capacity in influencing learning and improvement is supported by the findings. 相似文献
978.
979.
Thomas F. Nelson Laird 《Research in higher education》2011,52(6):572-588
Most studies of curricular diversity have focused on the effects of participation in diversity courses on student outcomes.
Though the results have been positive, these studies have used limited measures of curricular diversity and there is a great
need for a complimentary body of research demonstrating what faculty and what types of courses are more likely to include
diversity. This study relies on 12 diversity inclusivity items derived from a comprehensive model of how diversity is included
into a course to investigate how much diversity is being included in collegiate courses and what predicts diversity inclusivity,
as measured by two scales: diverse grounding and inclusive learning. The results, based on 7,101 responses from faculty participating
in the 2007 Faculty Survey of Student Engagement, suggest that most faculty are including diversity in their courses in some
way, but that women and faculty of color tend to include diversity to a greater extent than their colleagues. Also, courses
taught in the soft fields are more likely to be inclusive of diversity. 相似文献
980.
Thomas F. Nelson Laird Amy K. Garver Amanda Suniti Niskodé-Dossett 《Research in higher education》2011,52(3):261-277
Using data from over 9,000 faculty members that participated in the Faculty Survey of Student Engagement (FSSE), this study
examined the moderating role a range of course characteristics played on the effects of gender on the percentage of class
time spent on various activities, a measure of teaching style. Results revealed gender differences, but that the gaps between
men and women in lecturing and active classroom practices varied by disciplinary area, course level, and the number of times
a course had been taught by the same instructor. The results confirm that gender effects depend on context, which implies
that efforts to improve teaching and learning must also adapt to the instructional context. 相似文献