论远程教育的动态性能

远程开放教育是伴随通讯技术的发展而发展的,通讯技术的不断发展促使远程教育教学的动态性能不断完善。现代通讯技术奠定了现代远程开放教育的基础并使其具有最佳的动态性能。     

浅谈模拟法庭教学对学生实践能力的培养

在法学专业教学中，模拟法庭教学是培养学生司法实践能力的有效方式。模拟法庭教学的实施可以分为准备阶段、开庭阶段和总结阶段。开展模拟法庭教学要注意选择的案例应难易适当、案件材料齐全；教师应对学生加以指导；教师不仅要掌握理论知识。本身也要具有较强的实践能力。     

关于专业实验室开放的探讨

分析了传统专业实验教学存在的问题,介绍了专业实验室开放教学的具体模式,探讨了开放实验教学可能出现的问题和解决的办法,强调了专业实验室开放教学的作用和意义。     

Huber Inventory of Trainee Self‐efficacy: Assessment of measurement models

The purpose of this study was to further examine the factor structure of the Huber Inventory of Trainee Self‐Efficacy (HITS), a measure of school psychology trainee self‐efficacy. Lockwood et al. (2017, Psychol. Sch., Vol. 54, pp. 655–670) extant data set, collected from 520 school psychology trainees, was utilized. Four measurement models were examined for model fit and factor loadings. Of the four models, a bifactor model with a single latent general self‐efficacy (GSE) and latent domain‐specific factors (i.e., Multidimensional Assessment Skills, Counseling Skills, Professional Interpersonal Skills, and Research Skills) was the most parsimonious. However, standardized loadings indicated that all practice‐related items loaded more significantly onto GSE than their domain‐specific factors, indicating the utility of GSE for practice‐related skills. Of note, the Research Skills factor displayed greater domain‐specific loadings than general loadings. These findings suggest that GSE may be the best indicator of trainee self‐efficacy, though a two‐factor model that represents practical skills versus research skills may also be appropriate. Additionally, reliability scores indicate that subscale interpretation may also be reasonable. Limitations, implications for trainers of school psychologists, and for future research directions are discussed.     

Chat as Media in Exams

The paper reportsdocuments our experiences using chat as a medium for exams in a so-called flexible education. The type of education is adult learning and planning of education. The experiences show some interesting results. It is a very different way of communicating, which leaves a new level of initiative and control to the student. A new way of assessment has qualified the study process, and this work has examined one way to do virtual assessment.     

论新课程背景下的教学观

教学改革的首要任务是确立新的教学观。与新课程相适应的体现素质教育精神的教学观主要包括:全面发展的教学观,这是从教学目的的角度提出的;交往与互动的教学观,这是从师生关系的角度提出的;开放与生成的教学观,这是从教学过程与教学结果的角度提出的。     

Science of Learning: Evidence‐Based Teaching in the Clinical Supervision Classroom

Although clinical supervision is widely viewed as an educational process, counseling doctoral students may lack relevant background in pedagogy. In response to calls to incorporate learning theories and principles into supervision instruction, 7 evidence‐based science of learning principles as well as examples from 1 doctoral supervision course are described.     

Integrating Northern Ireland: Cross‐group friendships in integrated and mixed schools

While Northern Ireland strives to build a shared society, the current reality is that everyday experiences are still shaped by division along ethno‐religious lines. This is particularly pronounced in the education system, where more than 92% of pupils attend separate schools. Within the predominantly separate education system, however, exists a small collection of schools which cater to a more heterogeneous pupil body and offer the opportunity for young people from both communities to meet and interact, and potentially develop cross‐group friendships. The present study compares the network‐based cross‐group friendships within two such school types; an integrated and a separate post‐primary school. These schools boast a distinct ethos yet they similarly enrol students from Catholic and Protestant backgrounds. Findings reveal that both schools show a high level of interconnection between pupils; however, the integrated school, with an ethos that openly supports social cohesion, shows a greater tendency towards cross‐group interactions and best friendships than those found within the separate school. In line with contact theory, these findings suggest that it may not be enough to simply create opportunities for intergroup contact but that optimal conditions, such as institutional support, may be a prerequisite for positive relationships to flourish. Implications for educational policies designed to promote greater cross‐community contact are discussed.     

An Analysis of Peer Feedback Exchanged in Group Supervision

The authors examined the peer feedback exchanged in 2 supervision groups of counselors‐in‐training (CITs). CITs generated 169 statements grouped into 10 clusters representing 5 regions of peer feedback: counselor focus and engagement, insight‐oriented skills, exploratory skills, therapeutic alliance, and intervention activities. Both positive and corrective peer feedback was exchanged on topics ranging from counselor performance skills to case conceptualization.