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LYNDA MEASOR 《Gender and education》1996,8(3):275-288
This is a study of sex education programmes and focuses on the reactions adolescents had to the sex education they were offered. The findings suggest that girls and boys respond differently to the sex education schemes, and that boys react more negatively than girls. The conclusion is that there is a need for new strategies, both to reach the boys effectively and to protect space for the girls' interests. We argue for the provision of some single-sex work in the sex education area of the curriculum, especially in the early years of secondary school. 相似文献
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Graham STONE 《Learned Publishing》2015,28(2):106-113
A core goal of librarians is to maximize usage of the content to which their libraries subscribe. Webscale or resource discovery systems offer a single search box for library users to access subscribed content. This article examines usage data at the University of Huddersfield to show how resource discovery has helped to increase the usage of publisher content that has been made available to discovery vendors, and considers the implications for publishers who are yet to do this. The article concludes that resource discovery systems have effectively levelled the playing field, allowing small to medium‐sized publishers to make content discoverable to users, and encourages publishers who do not have their content indexed in resource discovery systems to speak to discovery service vendors in order to do so at the earliest opportunity. 相似文献
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The authors explore the effects of counseling action skills on cognitive processing by female participants in an analog study. Reflection of feeling was found to elicit defensiveness. 相似文献
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GERALD L. STONE 《Counselor Education & Supervision》1975,14(3):199-203
The major purpose of this investigation was to develop a program for teaching a specific counselor verbal skill and to examine the effect of simulation methods within the program. The program consisted of model, practice, and test phases. High and low fidelity methods were used within each phase. Sixty-four counselor trainees were randomly assigned to the 16 treatment groups. The low fidelity composite treatment was the least effective. Results are discussed in terms of training and future research. 相似文献
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This study was undertaken to examine the relationship between acquisition of counseling skills and trainee attitude towards psychological counseling. Results are discussed within the context of a mediational approach to counselor development. 相似文献
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JOHN J. HORAN CHRISTOPHER I. STONE PATRICIA L. HEROLD 《Counselor Education & Supervision》1976,15(4):286-291
This article reports on the development and evaluation of an instructional module for teaching systematic desensitization. As the module makes use of widely available published materials, it requires little classroom time or work for the instructor. Furthermore, the module gives the student an evaluated quasiclinical experience with desensitization. Physiological and self-report data reflecting changes in client fear levels were gathered in an attempt to determine whether the instructional module is effective. 相似文献
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The pace of educational reform has been increasing significantly at the global level and teachers have significant roles to play in such reform movements. This paper compares the beginning teacher identity of primary teacher trainees in Trinidad and Tobago with the concept of the teacher that seems to underpin present reform initiatives. Beginning teacher identity, explored through the use of a questionnaire and interviews, is portrayed as images and metaphors. It seems to encapsulate the missionary ideology of teaching and the notion of child-centred pedagogy, with the classroom as the centre of interaction between pupil and teacher. The reforms, on the other hand, look to teachers to support, as well, the decentralisation effort that calls for collaboration with the community, and the promotion of continuous assessment practices that calls for collaboration across grade levels in the school. Both the community focus and the school focus are likely to pose problems for beginning teachers who maintain a classroom focus. The paper highlights the need for reform efforts to take into account the gaps between existing teacher identity images and those envisioned for the reformed system. 相似文献