摘要:

The 16 Personality Factor Questionnaire was administered to 52 Teacher Corps members, interning in disadvantaged schools, and 52 student teachers who were teaching in other than inner‐city disadvantaged schools. Of 16 factors, 5 found to be significantly different (p>.05) between the two groups were: Factor E (Humble versus Assertive), Factor G (Expedient versus Conscientious), Factor H (Shy versus Venturesome), Factor I (Tough minded versus Tender minded), and Factor Q4(Relaxed versus Tense).

ISSN:0036-1836    

DOI:10.1002/j.2164-6171.1969.tb00252.x

出版商:Blackwell Publishing Ltd    

年代:2012

数据来源: WILEY

ISSN:0036-1836    

DOI:10.1002/j.2164-6171.1969.tb00253.x

出版商:Blackwell Publishing Ltd    

年代:2012

数据来源: WILEY

摘要:

Scores on the Edwards Personal Preference Schedule were compared to ascertain differences between counseled and noncounseled college students. Ninety‐eight were identified as “counseled students,” in that they had received professional counseling involving 5 or more interviews. A stratified random sample of 100 “noncounseled students” was selected. Findings indicate that counseled male students had significantly higher need scores on the autonomy and change variables but a significantly lower score on the endurance scale when compared with noncounseled males. Counseled female students displayed a significantly higher score on the change variable but significantly lower scores on the affiliation and abasement factors when compared with noncounseled females. An additional comparison indicated no differences between counseled and noncounseled students on the American College Test (ACT) composite score.

ISSN:0036-1836    

DOI:10.1002/j.2164-6171.1969.tb00254.x

出版商:Blackwell Publishing Ltd    

年代:2012

数据来源: WILEY

摘要:

The study tested the hypothesis that group‐centered teaching under the guidance of a counselor‐teacher (experimental group) was equally effective as “teacher‐centered” teaching under the direction of a noncounselor teacher (control group) in the application of a fundamental principle of learning, i.e., learning by and through concept formation and manipulation. The data were gathered by means of pre‐and post‐course essays written under unstructured conditions on the topic, “What Is Teaching and Learning?” Statistical analysis of the data revealed that: (a) both the experimental and the control groups achieved significant increases in terms of the acquisition and use of specified concepts; (b) there was no significant difference between the increase registered by the experimental group and the increase registered by the control group. The study finds that, in this case, group‐centered instruction under the guidance of a counselor teacher was equally effective as instruction under the direction of a non‐counselor teacher in the application of a fundamental principle of learning throughout a full quarter of instruction. Findings are discussed from the standpoint of improvement of teacher education in terms of the use of the counselor approach to teaching in order to achieve significant cognitive gains and from the standpoint of improving mental health in the classroom.

ISSN:0036-1836    

DOI:10.1002/j.2164-6171.1969.tb00255.x

出版商:Blackwell Publishing Ltd    

年代:2012

数据来源: WILEY

ISSN:0036-1836    

DOI:10.1002/j.2164-6171.1969.tb00256.x

出版商:Blackwell Publishing Ltd    

年代:2012

数据来源: WILEY