The present study was undertaker, to examine the effects of various methods of training during the practicum experience upon subsequent counselor trainees' behavior and skill. This study has a two-fold purpose. The first is to examine which of two methods of training was most effective in producing behavioral changes in counselor trainees during a five month practicum situation. The second is to compare the effects of these forms of training with a control group which did not utilize the training procedures.

In this thesis project, my intention was to integrate diverse high school courses with poignant subject matter to increase the amount of learning students can achieve. This unit plan explored a Prince George High School (Virginia) multi-class cooperative effort involving biodiesel production. The project involved creating a biodiesel refinery built by Production Systems classes according to plans purchased from the Internet. The research for converting used kitchen oil into biodiesel and the titration of the fuel was conducted by Chemistry classes. Graphics Imaging Technology students created a logo, a poster, and designed brochures that described the processes and benefits of this product. Marketing classes conducted consumer surveys and devised a product distribution plan.Graphic Imaging Technology, a Career and Technical Education course, has long been linked to art education. For example, graphic design students incorporate art in many phases of their design projects. Specifically, during their preliminary creative thinking, students sketch thumbnails of possible design solutions and regularly use their drawn or painted illustrations in their printed pieces. Additionally, film photography, which is commonly viewed as a fine art, has been used by graphic design students for several years. This art form has been replaced by digital photography in many design studios and school classrooms, but the principles of balance and composition remain the same.Other teaching strategies such as interdisciplinary study have also been introduced into graphic design and art class curricula. The rise in cross-curricular studies is indicative of the importance of varying the classroom instruction to offer the most diverse learning environment to students. Math and English are most often combined with unrelated classes in multi-discipline education, but regrettably, science classes typically are not. Since few fields of endeavor do not incorporate other disciplines, a multi-discipline class collaboration and unit plan which included high school Production Systems, Chemistry, Graphic Imaging Technology, and Marketing classes was developed.This project sought to establish a working relationship among various high school classes while providing a mutual learning environment. Additionally, disciplines that do not ordinarily interact with each other had the chance to take part in an renewable energy project that inspired new ideas and developed an increased consciousness of the environment.Finally, as students were involved in all facets of this biodiesel project, they experienced a working environment similar to the "real world". Establishing school-to-work programs that facilitate a smooth transition from high school to the work force is one of the main goals of the Prince George High School Career and Technical Education department. Students communicated their thoughts, worked together, and helped one another the same way as if they were employed at a business.

Senior Student Affairs Officers (SSAOs) play an important role in post-secondary institutions ensuring their institutions’ policies, goals and strategic plans are respected while simultaneously supporting students’ academic and campus life needs. Their work is complex, challenging and constantly changing; the decisions they make can impact reputations, academic careers and the integrity of programs and institutions. It would be assumed, then, that the literature is replete with first-hand accounts of how SSAOs do their jobs, what skills they need, and what tools they use. Surprisingly, this is not the case. While the literature is not lacking research about the profession generally, it has limited personal accounts by practitioners describing the work they do, and how they make their complex decisions. This dissertation addresses this issue by presenting a first hand account of my work as a SSAO. In addition to a commitment to add to the student affairs literature base, the purpose of this study was to develop a decision-making model that would provide a structure to my practice and guide a process to develop consistent and fair courses of action. I began the task by reviewing existing decision-making models and making a series of adaptations that would create a framework that would be useful in my decision-making efforts. I then constructed four vignettes, exemplifying the types of issues I encounter in my role as a SSAO. Each vignette was used sequentially to test and critique the decision-making framework thereby indicating places where refinements were needed. The first three vignettes were instrumental in illustrating and exposing the shortcomings of the framework. The fourth vignette provided a scenario that challenged the model and suggested where limitations lie not just in the framework, but also in the work of SSAOs. The end result of this iterative process is a refined two-stage decision-making framework. This work has added to the literature of the student affairs profession; it provides a much needed tool, a decision-making framework that can assist practitioners in their role of providing consistent and fair decisions in an environment fraught with change and uncertainties.

The major purpose of this study is to explore the pre-service teacher in teaching practicum courses of preservice mentoring process. This study investigated a mentoring program to fifteen Chinese course pre-service training teachers at National Sun Yat-Sen University. It was based on scaffolding, reflective practice, and peer coaching that included series of the mentoring, modeling, practicing, reflecting and discussing activities. We analyzed whether the scaffolding strategies of this program in different stages was helpful to increase pre-service teachers¡¦ reflective and critical abilities of teaching. The program included of many activities in the¡urealization and clarification¡v,¡ucatching and reconstruction¡v and ¡upractice and reflection¡vstages, such as realizing and clarifying personal principles of teaching, experienced and intern teachers¡¦ interviews, the experienced teachers¡¦ teaching demonstration, developing the lesson plans, micro-teaching and teaching practices . Moreover, the issues about courses were also discussed on the internet. Document analysis and surveys were used to investigate the mentoring process, including pre-service teachers¡¦ works, discussion, and studying surveys. This study showed that all pre-service teachers affirmed that the mentoring program was helpful for them to realize, clarify, and even to reconstruct their principles of teaching. Besides, they also realized the current situations in the school. The findings also revealed that the pre-service teachers reconstructed their thinking of teaching, perceived the questions of teaching and changed their behavior of teaching by discussion, feedback, and resources sharing. Although the pre-service teachers perceived this program as helpful, this program was lack of scope and profundity in combining the theory and practice of teaching. This study suggested that more strategies promoted the pre-service teachers¡¦ reflective practice, such as estimating the pre-service teachers¡¦ teaching scheme, organizing a group of mentors and effective scaffolding. The study concluded with some recommendations for the teaching practicum courses of teacher¡¦s education and teaching practical training system.

Senior Student Affairs Officers (SSAOs) play an important role in post-secondary institutions ensuring their institutions’ policies, goals and strategic plans are respected while simultaneously supporting students’ academic and campus life needs. Their work is complex, challenging and constantly changing; the decisions they make can impact reputations, academic careers and the integrity of programs and institutions. It would be assumed, then, that the literature is replete with first-hand accounts of how SSAOs do their jobs, what skills they need, and what tools they use. Surprisingly, this is not the case. While the literature is not lacking research about the profession generally, it has limited personal accounts by practitioners describing the work they do, and how they make their complex decisions. This dissertation addresses this issue by presenting a first hand account of my work as a SSAO. In addition to a commitment to add to the student affairs literature base, the purpose of this study was to develop a decision-making model that would provide a structure to my practice and guide a process to develop consistent and fair courses of action. I began the task by reviewing existing decision-making models and making a series of adaptations that would create a framework that would be useful in my decision-making efforts. I then constructed four vignettes, exemplifying the types of issues I encounter in my role as a SSAO. Each vignette was used sequentially to test and critique the decision-making framework thereby indicating places where refinements were needed. The first three vignettes were instrumental in illustrating and exposing the shortcomings of the framework. The fourth vignette provided a scenario that challenged the model and suggested where limitations lie not just in the framework, but also in the work of SSAOs. The end result of this iterative process is a refined two-stage decision-making framework. This work has added to the literature of the student affairs profession; it provides a much needed tool, a decision-making framework that can assist practitioners in their role of providing consistent and fair decisions in an environment fraught with change and uncertainties.

International global citizenship practica programs abound in universities and high schools across North America; indeed, they are a growing trend. However, there has been little research into their long-term impact, particularly of high school practica. This dissertation explores the influence of a high school global citizenship practicum through the perspectives, perceptions, and lives of its participants eight years later, and subsequently examines implications for personal vocation, global education practice and global citizenship practica. The research questions are embedded in cares arising from my years teaching high school Social Studies and are inspired by the global citizenship practicum in question, one which I initiated and co-facilitated. They are informed by conceptions of global citizenship and a philosophy of experiential learning. The research project itself is framed as a case study; its approach is qualitative and interpretist in nature. The research findings derive largely from interviews and written communication with 11 of 14 former practicum participants, including the practicum’s co-facilitator. They are supplemented with memories and perspectives of the author-researcher and enlightened by scholarly literature. Findings show that high school global citizenship practica, ones that include a home-stay experience, can be effective and transformative in cultivating enduring traits commensurate with global citizenship. However, these practica face potential and critical impediments and challenges in accomplishing those ends. Teacher-facilitators play important, perhaps indispensable roles in helping address these challenges and in creating learning environments that foster global perspectives and critical awareness.

The use of audio and videotape recordings in counsellor education for the purpose of training and supervision is controversial. Although recordings give counsellors and supervisors direct access to the counselling session and therefore the skills of the counsellor, a number of concerns have been recorded both in early research (Betcher & Zinberg, 1988; Frankel, 1971; Gelso, 1973; Goldstein, 1988; Lamb & Mahl, 1956; Niland, 1971; Van Atta, 1969) and more recently in counsellors’ correspondence to the NZAC Newsletter (Anonymous, 2006; Grant, 2006) regarding the effects on counsellors, clients and on the counselling process itself. There is a scarcity of current research on whether or not recording of counselling or therapeutic interviews actually interferes with the counselling process. The few empirical studies of the effects of recording are inconsistent in their findings and their methodological flaws preclude meaningful interpretation of the literature as a whole (Goldstein, 1988). This qualitative research study focuses on one aspect of recording counselling interviews; the perceptions of counselling students. Thirteen counselling students enrolled on counsellor education programmes at five tertiary educational settings in Auckland and Christchurch, New Zealand participated in interviews. They indicated that they perceived the process of recording to be anxiety promoting, initially having an effect on their ability to be completely present in the counselling interview. They also reported that recording was extremely beneficial to the development of effective counselling skills. Counsellors perceived the process of recording to be a potential threat to the developing relationship between counsellor and client but many were able to manage this concern by establishing trust and rapport before introducing recording. The majority of the student counsellors perceived that they became more confident with the process over time, moving from a state of anxiety in initial recordings to a more relaxed style with practice. This has implications for future practice and for early introduction to frequent recording in counsellor education programmes.

International global citizenship practica programs abound in universities and high schools across North America; indeed, they are a growing trend. However, there has been little research into their long-term impact, particularly of high school practica. This dissertation explores the influence of a high school global citizenship practicum through the perspectives, perceptions, and lives of its participants eight years later, and subsequently examines implications for personal vocation, global education practice and global citizenship practica. The research questions are embedded in cares arising from my years teaching high school Social Studies and are inspired by the global citizenship practicum in question, one which I initiated and co-facilitated. They are informed by conceptions of global citizenship and a philosophy of experiential learning. The research project itself is framed as a case study; its approach is qualitative and interpretist in nature. The research findings derive largely from interviews and written communication with 11 of 14 former practicum participants, including the practicum’s co-facilitator. They are supplemented with memories and perspectives of the author-researcher and enlightened by scholarly literature. Findings show that high school global citizenship practica, ones that include a home-stay experience, can be effective and transformative in cultivating enduring traits commensurate with global citizenship. However, these practica face potential and critical impediments and challenges in accomplishing those ends. Teacher-facilitators play important, perhaps indispensable roles in helping address these challenges and in creating learning environments that foster global perspectives and critical awareness.

The thesis is the preparation of practice of mechanics in physics lessons with the use of the educational system Pasco. At the beginning, there is a concise introduction with the educational systems; specifically the description of the Pasco system and description of individual sensors from basic set of sensors for physics, some of them are used in the implementation of laboratory tasks. This part also includes the Control software, Pasco DataStudio and the possibilities of further processing of the values using a spreadsheet. Next part of thesis deals with measurement methods, measurement errors and processing of measurement results in measurement protocol. The following section contains a design of four tasks of mechanics. Each task contains an introductory section, the design of laboratory workout, the process of construction measuring system, assignment, worksheet and procedure for resolving task. The first two tasks are focused on friction, the third task deals with the movement of the point on the circle and the last, the fourth role is focused on the motion of a body on an inclined plane. As part of the Annex are elaborated protocols of individual measurements and photographic documentation of the production process of measuring sets. In the conclusion there are evaluated results of individual measurements, which are based on practical verification in physics lessons at Secondary Technical School of Mechanical and Civil Engineering in Tabor.

Many forms of distance clinical supervision (DCS) have been used in the last decade, but a sparse amount of research addressing (DCS) in counselor education exists to date. The author used random and snowball sampling to survey American Counseling Association members, with a analytic sample total of 96 participants. In the sample, 54.2% of participants were licensed counseling professionals and 39.6% were student or post-masters level interns. The average participant age was 43, ranging from 23 to 74 years. Participants had a mean of 8.1 years of experience. A total of 37.5% of participants had used DCS at some point for supervision sessions. Overall, participants have a positive attitude toward DCS, agreeing most that DCS is a valid form of supervision and that they are interested in learning about DCS. Overall, participants are being minimally exposed to DCS (x̅ = 1.61). A moderate, negative relationship (r = -.39, p < .001) exists between individuals whom have used DCS and attitudes toward DCS (Cohen, Cohen, West, & Aiken, 2003, p. 52). Also, a weak, negative relationship (r = -.23, p < .05) was found between individuals who have used DCS and their level of exposure to DCS. There is a limited amount of literature related to DCS and counseling professionals are being minimally exposed to distance clinical supervision. Despite limited exposure and literature, professionals are still using DCS to conduct supervision sessions. Therefore, it would seem important to increase research focused on DCS and develop relevant practices in order for DCS to be an effective form of supervision.