Salient Effects of Practice Poster Sessions on Counselor Development: Implications for Research Training and Professional Identification

This study examined the effects of a 2-step practice poster session on first-year doctoral students' self-efficacy beliefs about making professional presentations, and evaluated the usefulness of an active-learning teaching assignment. Quantitative and qualitative data were collected from participants after each of 2 practice poster sessions. The results (a) suggest that the relatively brief training exercise significantly increased participants' self-efficacy to give scholarly presentations, and (b) replicate earlier reports about the usefulness of the learning assignment.     

2008年度十大新闻

2008年,风云变幻的一年。这一年,无论是政治、经济、文化还是军事,都留下了难以磨灭的痕迹。美国《时代周刊》评出了今年的十大新闻以及科技十大发现,让我们来看看它们是如何影响到了我们的生活与生存环境。     

Developing Questioning Effectiveness in Counseling

A model based on a hierarchy of questioning skills in counseling situations was developed to facilitate training of counseling students. This model is designed to help counseling students understand the impact of their questions on clients using the various stages in the counseling process as a framework. It is based on a synthesis of current theoretical views on the role and effects of questions in the counseling process. The model helps to identify question types and to assess their effectiveness along a continuum. Implications concerning the mechanisms through which effective questions can be taught are discussed in terms of present theoretical assumptions and the need for developing empirical support for the model.     

FIVE PITFALLS ENCOUNTERED WHILE TRYING TO COMPARE STATES ON THEIR SAT SCORES

Recent research (Page & Feifs, 1985; Powell & Steelman, 1984; Steelman & Powell, 1985) attempts to draw inferences about the relative standing of the states on the basis of mean SAT scores. These papers point out that this cannot be done without statistically adjusting for various differences among the states. In this paper I identify five serious errors that, when made, call into question the validity of such inferences. In addition, I describe some plausible ways to avoid the errors.     

DIFFERENTIAL EFFECTS OF INDIVIDUAL AND GROUP TESTING STRATEGIES IN AN OBJECTIVES-BASED INSTRUCTIONAL PROGRAM

A total of ten first-grade teachers in an objectives-based reading program utilized on a biweekly basis three types of criterion tests: (1) individually-administered, constructed-response tests; (2) group-administered, selected-response tests with three choices per item; and (3) group-administered, selected-response tests with four choices per item. Scores on these tests and scores on an end-of-year, constructued-response posttest were collected on a sample of 40 Ss for each type of test. Both the individually-administered, constructed-response tests and the 4-choice, selected-response tests provided scores that accurately predicted end-of-year performance. The 3-choice tests did not. The use of 3-choice, selected-response tests in similar type instructional programs is not recommended.