자연주의적 탐구조사(Naturalistic Inquiry)

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Using Multivariate Statistics

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Childhood and Society.

e w id r as e, se er t st al h r Overweight or obesity in adolescents has reache epidemic proportions in the USA and other industr alized countries. These conditions, although ofte lumped together in research and in commentarie reflect adolescents’ being toward the heavier point a continuum that would range from underweight morbidly obese. The terms may be used interchang ably, but there is no doubt that, in the US a considerable percentage of adolescents suffer fro too much body fat. The prevalence of obesity (bod mass index [BMI] >95th percentile) among adole cents aged 12–19 years is now one in six (17.6%); an one in three (34.9%) US adolescents are overweight obese (BMI>85th percentile) (Story et al. 2009). Oth industrialized countries, such as Canada, Japa Germany, and China also are beginning to experien increasing problems related to obesity (Cornette 2008 Being on the overweight side of the weight continuu means being afflicted with a serious, chronic disea that can cause substantial harm to adolescents’ curre and future health. Although terms may be used loosely, individua only are formally deemed obese by physicians. The are some rules of thumb and formulas that often a used, especially in social science studies, but physician diagnose whether adolescents are obese. Discussion measurements tends to focus on that diagnos A diagnosis of obesity typically involves using a bod mass index (BMI). BMI is a measure of weight propo tionate to height, which is deemed a useful measure the amount of body fat. Although there are other mo precise ways to measure excess fat, experts now recom mend using BMI because it is easily obtained, strong

Obesity and Overweight

This article describes components of effective school counseling programs that have emerged from 30 years of empirical research and professional standards. Results are summarized in seven sections: core principles of school counseling programs, program resources, program interventions, program evaluation, program renewal, written policies, and program climate.

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Comprehensive school counseling programs: A review for policymakers and practitioners

Faculty in 38 doctoral counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs identified the quantitative and qualitative designs and other research topics that were covered in required and elective course work, discipline of course instructors, and opportunities for doctoral students’ hands-on research experience. Results indicated a wide range of research training offerings and modest faculty satisfaction.

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Research Training in Doctoral Programs Accredited by the Council for Accreditation of Counseling and Related Educational Programs

Respondents' Bem Sex-Role Inventory (BSRI; S. L. Bem, 1974) classifications may differ considerably on the basis of the form and scoring method used. The BSRI was reexamined with respect to past and present relevance.

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Twenty-five years after the Bem Sex-Role Inventory: A reassessment and new issues regarding classification variability

Contents: Preface. Supervision Models and Principles. Initial Supervisory Sessions. Supervision Interventions. Group Supervision. Supervisory Relationship and Process Issues. Ethical Issues in Supervision. Evaluation of the Supervisee. Technology in Supervision. Appendices: Standards for Counseling Supervisors. Curriculum Guide for Training Counseling Supervisors. Ethical Guidelines for Counseling Supervisors. (Dye & Borders, 1990) Standards for Counseling Supervisors Association for Counselor Education and Supervision. (Borders et al, 1991) Curriculum Guide for Training Counseling Supervisors Association for Counselor Education and Supervision. (Hart et al, 1995) Ethical Guidelines for Counseling Supervisors Association for Counselor Education and Supervision.

The new handbook of counseling supervision

School counseling as a specialty area of the counseling profession emerged, and continues to evolve, as a result of social, educational, political, and economic trends. Specifically, at the beginning of the twentieth century, divergent needs of public school populations required the inclusion of specialized assistance for students beyond that which was commonly and previously offered by teachers (Schmidt, 1993). The need for such specialized assistance for students remains apparent today. Demographic information (Glosoff & Koprowicz, 1990; Hodgkinson, 1985) describes a context for children and adolescents that includes divorce, poverty, violence, and neglect as well as the anticipated transitions associated with the process of growing up.

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L. DiAnne Borders

Papers

Comprehensive school counseling programs: A review for policymakers and practitioners

Research Training in Doctoral Programs Accredited by the Council for Accreditation of Counseling and Related Educational Programs

Twenty-five years after the Bem Sex-Role Inventory: A reassessment and new issues regarding classification variability

The new handbook of counseling supervision

School Counseling: An Evolving Specialty