摘要:

The purpose of this study was to investigate the relationship of age and years of teaching experience of first‐year counselor education students to their end‐of‐practicum counseling behavior. Data were obtained from a 15‐minute role‐played interview which was typed and classified from typescripts by means of the Porter Interview Analysis Scale. The results showed that when counselor age and amount of prior teaching are viewed separately, they tend to have different effects on counseling behavior. Beginning students who are older prefer to use Interpretive and Information‐Giving responses. With increased teaching experience, older students rely less upon Interpretation and Probing responses. The conclusion is that much of the variance in counseling behavior formerly attributed to amount of teaching experience could actually be a function of the counselor's age.

ISSN:0036-1836    

DOI:10.1002/j.2164-6171.1967.tb00128.x

出版商:Blackwell Publishing Ltd    

年代:2011

数据来源: WILEY

摘要:

This study attempts to show that secondary school students, regardless of socioeconomic levels, report that the largest per cent of their problems concern school and school‐related areas and that this phenomenon is not related to socio‐economic status. The implication for counselor education programs is that counselors should be alerted to the need to assume leadership in curriculum revision, teaching methods, course offerings, and course content in an attempt to reduce the students' problems related to the school.

ISSN:0036-1836    

DOI:10.1002/j.2164-6171.1967.tb00129.x

出版商:Blackwell Publishing Ltd    

年代:2011

数据来源: WILEY

摘要:

On the basis of an article concerning the dogmatic tendencies of teachers, 20 studies dealing with the personality of teachers and supervisory ratings were reexamined. Factor analysis of a popular personality measure (CPI) was used as a means of organizing these studies. It would seem that, to an undetermined extent, results of studies in the area of the personality of teachers have been influenced by a biased criterion.

ISSN:0036-1836    

DOI:10.1002/j.2164-6171.1967.tb00130.x

出版商:Blackwell Publishing Ltd    

年代:2011

数据来源: WILEY

摘要:

The theme of this article is that greater effort should be made to implement guidance in the elementary school by designating guidance courses as requirements for state certification in elementary education and by placing greater emphasis on guidance in current courses offered by teacher training institutions. Ten guidance concepts are cited as pertinent content to be emphasized in courses in elementary education and practice teaching. The team approach to guidance is recommended as a concept to be conveyed to elementary teachers before they complete their formal education.

ISSN:0036-1836    

DOI:10.1002/j.2164-6171.1967.tb00131.x

出版商:Blackwell Publishing Ltd    

年代:2011

数据来源: WILEY

ISSN:0036-1836    

DOI:10.1002/j.2164-6171.1967.tb00132.x

出版商:Blackwell Publishing Ltd    

年代:2011

数据来源: WILEY