Cognitive Style in Counselor Education: A Comparison of Practicum Supervisors and Counselors in Training

The authors compared practicum supervisors and counseling students in training in terms of dominant cognitive style and related cognitive style of counselors in training to supervision process and outcome measures. A sample of 18 supervisors and 46 students completed the Myers-Briggs Type Indicator. After at least six supervision sessions, supervisors rated the counseling students on the Counselor Evaluation Rating Scale and the students rated the quality of the supervision relationship using the Barrett-Lennard Relationship Inventory. Supervisors had a stronger Thinking orientation and less variability on the Sensing-Intuiting orientation than did counselors in training. In contrast to previous research, a strong relationship between the cognitive style of counselors in training and supervision process and outcome measures was not detected in this study.     

Systematic Termination in Counseling

This article addresses the critical issue of termination in the counseling process. The stages of counseling are used as the framework for a discussion of three types of counseling termination: mutual agreement, client initiated, and counselor initiated. The argument is made that systematic attention must be given to termination of the counseling relationship for the process to be effective.     

Factor Structure of the Supervisor Emphasis Rating Form

Factor analysis of the Supervisor Emphasis Rating Form suggested the presence of two underlying factors corresponding to supervisors' focus on professional behavior and process skills.     

The Educational Importance of Self-Esteem

Some philosophers of education have recently argued that educators can more or less ignore children's global self-esteem without failing them educationally in any important way. This paper draws on an attachment theoretic account of self-esteem to argue that this view is mistaken. I argue that understanding self-esteem's origins in attachment supports two controversial claims. First, self-esteem is a crucial element of the confidence and motivation children need in order to engage in and achieve educational pursuits, especially in certain domains of instruction such as physical education. Second, self-esteem can be facilitated socially, through an appropriate arrangement of school institutions, thus without hindering the pursuit of other high priority aims such as a challenging academic curriculum. Consequently I maintain that educators who ignore self-esteem overlook something educationally important.     

School Counselors' Perceptions of Training Needs in Multicultural Counseling

Ratings by practicing school counselors' of their needs for training in multicultural counseling indicated that additional training is most needed to promote students' academic achievement and to enhance counselors' cross-cultural communication and racism awareness. Curricular implications are discussed.     

Relationships Between Dimensions of Supervisors' Influence and Counselor Trainees' Performance

Practicum supervisors' expertness, attractiveness, and trustworthiness were related to supervision outcome measures. Trustworthiness proved to have the strongest associations.     

Toward Improving Student Learning: Policy issues and design structures in course-level outcomes assessment

Conscientious instructors at all levels are constantly making decisions about how to improve their teaching. This is a natural, intuitive part of being a good instructor, but even faculty who value student learning and work hard to improve their teaching can fail to make the connection between what they do in the classroom and the continuous improvement philosophy of outcomes assessment. The connection can be missed because understanding course-level outcomes assessment requires understanding evaluation policies and structures that differ markedly from those employed for unit-level program accreditation. The purposes of this paper are two-fold: first, to address policy issues that impede adoption of systematic, course-level outcomes assessment for improving student learning; and second, to describe a design structure for applying outcomes assessment that addresses factors under control of the instructor that affect students' learning. The paper concludes with observations on the crossed purposes of collecting information for judging faculty merit in the annual review process as opposed to collecting information for course improvement in the outcomes assessment process.     

国家博物馆档案资料流失的启示

2007年第5期的《北京档案》刊载了杜裕禄先生的文章《国博随意丢弃档案资料遭到非议》和彭援军先生的文章《国博‘疑似’文献散落民间引起社会关注》。文中提及中国收藏家协会书报刊收藏委员会副主任秦杰在北京潘家园、报国寺旧货市场以及旧书网上购得大批带有国家博物馆特征的     

An extended dual search space model of scientific discovery learning

This article describes a theory of scientific discovery learning which is an extension of Klahr and Dunbar's model of Scientific Discovery as Dual Search (SDDS) model. We present a model capable of describing and understanding scientific discovery learning in complex domains in terms of the SDDS framework. The concepts of hypothesis space and experiment space, central to SDDS, are elaborated and used as a representation of the learner's knowledge. Also, we introduce a taxonomy of search operations in hypothesis space which allows us to describe in detail the processes of discovery. Our ideas are tested against data of subjects who comment on the discovery processes of a simulated learner. It is found that the conditions for performance a search operation in hypothesis space include both sufficient knowledge of the search operation itself and reasons for choosing a specific search operation. Furthermore, a number of constraints on the search in hypothesis space is discussed: domain specific and generic prior knowledge, learning goals, and personality factors. We conclude with some recommendations for the design of discovery-based learning environments.     

Counselor Educators: Comparing NDEA and Non-NDEA Participants

This study examines the impact of National Defense Education Act (NDEA)-sponsored programs on current counselor educators. Questionnaires were sent to half of all counselor educators listed as teaching three-fourths time or more in a counselor education program. NDEA- and non-NDEA-sponsored respondents are compared in terms of demographic variables, professional productivity leadership measures, and perception of NDEA impact.