排序方式: 共有21条查询结果,搜索用时 31 毫秒
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Danica G. Hays Stephanie A. Crockett Rebecca Michel 《Counselor Education & Supervision》2021,60(1):51-72
Counselor educators are well‐equipped to serve as academic leaders, yet little is known about what factors influence their engagement experiences. This grounded theory provides a theoretical model of academic leadership engagement based on interviews with 20 counselor educators with academic leadership experience. Implications for facilitating academic leadership engagement are provided. 相似文献
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Crockett JB 《Journal of learning disabilities》2004,37(3):189-199
In the opening discussion of this special issue, I take stock of science and schooling for students with learning disabilities (LD) before probing four ideas to foster effective instruction in contemporary schools: (a) Turn to science as the best trick we know for solving educational problems; (b) specify clearly what we hope to achieve in our instructional decisions for students with LD; (c) rely on instruction as the best tool we have for improving student performance; and (d) cultivate-and keep-competent and caring personnel. I invite commentary, from the perspectives of researchers, practitioners, and those who prepare teachers and administrators, to assess the status of science in the schoolhouse and to offer practical strategies for how the scientific orientation of schools might be enhanced. 相似文献
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Stephanie Crockett Dena Elghoroury Melanie Popiolek Brian Wummel 《Counselor Education & Supervision》2018,57(2):98-115
Using phenomenological methodology, the authors explored the experiences of 11 men in a master's‐level counseling program. Participants described the challenges and advantages of being a minority in number, being in a relational environment, and having an awareness of a patriarchal system. These findings suggest the importance of counselor educator awareness of the unique barriers male students face. 相似文献
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Stephanie A. Crockett Rebekah Byrd Bradley T. Erford Danica G. Hays 《Counselor Education & Supervision》2010,50(1):5-20
Patterns of articles accepted for publication in Counselor Education and Supervision from the past 25 years were reviewed in this meta‐study. Results were described and statistically analyzed to identify trends over time in author characteristics (sex, institutional classifications, employment setting, domicile) and article characteristics (article type, research design, sample, sample size, types of participants, and statistical procedures and sophistication). 相似文献
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We developed and tested a mediation model depicting relationships among supervisor multicultural competence, the supervisory working alliance, supervisee counseling self‐efficacy, and supervisee satisfaction with supervision. Results of structural equation modeling showed that supervisor multicultural competence was related to the supervisory working alliance and that alliance, in turn, was related to supervisee satisfaction with supervision. 相似文献
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Michele D. Crockett 《课程研究杂志》2013,45(3):253-263
Many view policy as a normative instrument from which improved practice directly follows. This view leads to the erroneous conclusion that resources do not matter. Resources do not enact themselves. What does matter is resource use. In the account offered here, the district superintendent presented many resources in his plan for district reform. Remarkably, his reform plan lacked provisions for teacher professional development. From an equity standpoint, the superintendent’s lack of a professional development plan may exacerbate achievement disparities. Without such a mechanism, I believe that resources in the district will be squandered and that school stakeholders and observers will continue to conclude erroneously that resources do not matter. 相似文献