by Mak Ping See, Diana. / Bibliography: leaves 134-136 / Thesis (M.A.Ed.) -- Chinese University of Hong Kong, 1981

Digitized by Kansas Correctional Industries

Digitized by Kansas Correctional Industries

Thesis (M.S.)--Rochester Institute of Technology, 2007. / Typescript. Includes bibliographical references (leaves 36-39).

The purpose of this study was to determine the nature and process of clinical supervision via the Internet as experienced by participating supervisees. The subjects of this study were four students in a masters level internship course in counseling at Oregon State University. The course was a pass/no pass counseling internship placement which included an Internet-based clinical supervision component. The qualitative design used in this study was based on a Constant Comparative Methodology using coding categories developed manually and through the use of the QSR NUDIST 3.0 Qualitative Data Analysis Software. This design focused on the collection of textual material from participants engaged in distance clinical supervision. This textual material and subsequent analysis served to help create an emergent theory of distance clinical supervision. Participants evidenced a motivation to participate in the distance supervision experience and advanced not only clinical skill use but also were challenged with the technological aspects of course participation. Findings suggest that the attitudes, prior experiences, and social expectations influenced participant meaning-making and subsequent self-construction of their ideal learning environment. In addition, participants' interest in technology and the convenience of the distance venue provided an impetus toward autonomous functioning in spite of supervisee dependency. This struggle appeared consistent with the theoretical constructs of the developmental models of supervisee process. As supported by Stoltenberg's developmental model of supervisee development, more advanced supervisees perform more autonomously. In this distance supervisory environment, supervisees were offered additional opportunities to operate autonomously which may impact overall supervisee development. This research may have implications for the continued development of the distance supervision method especially in experiential courses in the training of counselors. Recommendations and cautions are offered for the further development of distance supervision courses as well as the need for further research to substantiate the posited theoretical foundations. / Graduation date: 1999

Thesis (Ph. D.)--Oregon State University, 1985. / Typescript (photocopy). Includes bibliographical references (leaves 65-70). Also available on the World Wide Web.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 147-156).

Many novice teachers are leaving the teaching profession at alarming numbers creating teacher turnover rates that may be difficult for educational administrators to combat. Novice teachers have a variety of needs and if those needs are not met, these teachers may not return for another year in the classroom. Teacher induction programs are designed to help meet the needs of novice teachers, but they must be structured appropriately and must use trained personnel who will be able to provide support for the novice teachers. The purpose of this study is to determine to what degree school counselors could be used as an additional source of support to help meet the needs of novice teachers by providing preparation and support to assist their transition into the classroom in order to improve retention rates among novice teachers. The review of literature examined teacher induction programs and the professional, developmental, and social needs of novice teachers. It also examined the role of school counselors to assess the skills and training they have that may be used to support novice teachers. This study asked school counselors to indicate the type and amount of support they currently provide to novice teachers and to provide their perception on serving as a source of support for novice teachers. The results of this study indicate that school counselors have several skills that could be used to support novice teachers. However, because they lack skills in certain areas where novice teachers have need, school counselors should not be used as a sole source of support for novice teachers. The results of this study suggest that school counselors should be used in conjunction with other campus personnel to most effectively meet the needs of novice teachers.

Thesis (M.A.)--Ohio State University. / Bibliography: leaves 52-53. Available online via OhioLINK's ETD Center.

Thesis (M.S.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains v, 44 p. Vita. Includes abstract. Includes bibliographical references (p. 31-34).