Constructivist,Problem-Based Learning Does Work: A Meta-Analysis of Curricular Comparisons Involving a Single Medical School

Effects of problem-based learning as reported in curricular comparison studies have been shown to be inconsistent over different medical schools. Therefore, we decided to summarize effects of a single well-established problem-based curriculum rather than to add up sometimes-conflicting findings from different problem-based curricula. Effect sizes were computed for 270 comparisons. The results suggest that students and graduates from the particular curriculum perform much better in the area of interpersonal skills, and with regard to practical medical skills. In addition, they consistently rate the quality of the curriculum as higher. Moreover, fewer students drop out, and those surviving need less time to graduate. Differences with respect to medical knowledge and diagnostic reasoning were on average positive but small. These outcomes are at variance with expectations voiced in recent contributions to the literature. They demonstrate that constructivist curricula can have positive effects on learning even if they deemphasize direct instruction.     

Two Decades of CACREP and What Do We Know?

Since 1981, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) has operated as the primary accreditation body for the counseling profession. In this role it has developed and revised its standards and processes for approval. During this time, many institutions with counselor education programs have applied to, and been reviewed and accredited by CACREP. This article examines some of the literature and research that has been published since the creation of CACREP and suggests future research that may help additional counselor education programs to consider the accreditation process.     

Who's in Charge? School Counseling Supervision in North Carolina

Survey results of school counseling supervisors in North Carolina are summarized. Responses show that the majority of school counseling programs in the state are supervised by noncounseling personnel, usually supervisors of curriculum, instructional programs, or other educational areas. Supervisors' educational backgrounds, professional memberships, opinions about counselor certification issues, dominant supervisory functions, and staff development activities are described. The survey results give impetus to recommendations for future AACD and ACES directions regarding counseling supervision.     

Problem-Based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner,Sweller, and Clark (2006)

Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university.     

Coordination and Supervision of Counseling Services: An Invitational Approach

This article translates some beliefs of Invitational Education, a self-concept view of human relations, into a framework of supervisory activities that facilitate the coordination of counseling services and promote the professional development of counselors.