Time Spent by Counselors and Deans on Various Activities

Arnold, Dwight L.

doi:10.1002/j.2164-5892.1949.tb01533.x

Cited by 6 publications

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“…Each job description included alternate titles and discussed duties, qualifications, and prospects. Arnold (2) analyzed the replies to a questionnaire by 126 counselors and deans who devoted one-third or more time to counseling. Neither of these studies presented true "job analyses" in the sense that the term is used by the U. S. Employment Service.…”

Section: Analyses Of Guidance Positionsmentioning

confidence: 99%

Chapter VIII: Preparation of Teachers and Specialists for Guidance Service

Froehlich¹

1951

Review of Educational Research

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Section: Analyses Of Guidance Positionsmentioning

confidence: 99%

Chapter VIII: Preparation of Teachers and Specialists for Guidance Service

Froehlich¹

1951

Review of Educational Research

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“…In an analysis of questionnaire data supplied by counselors and deans, Arnold (117) found that more time is devoted to tardiness, failure, and dis cipline than to emotional, social, and vocational problems, or to educational planning. Lovejoy (118) discusses the problem of finding colleges to fit the needs of prospective students.…”

Section: Stroudmentioning

confidence: 99%

Educational Psychology

Stroud

1951

Annu. Rev. Psychol.

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What amounts to a kind of self�consciousness in educational psychology is indicated in a number of ways. A nderson (1) has discussed the influence of psychology upon education in America within the last fifty years. The content of contemporary texts in educational psychology has been examined by Blair (2). Bruce (3) has raised a number of questions about the amount and kind of training the educational psychologist should receive in general and theoretical psychology. Freeman (4) sees a need of redefinition and reorientation; Trow (5) "charts a course." Noll, Horrocks & Anderson (6) have presented a committee report on the function of the division of educa tional psychology in the American Psychologic a J Association.Freeman (4) asks the question, should the teaching of educational psy chology be "primarily on a technological level or on a scientific-theoretical level?" Bruce (3) suggests that our efforts to be practical have sometimes resulted in superficial treatment of learning and guidance, and that many who teach educational psychology have had too great a proportion of their training at the practical level and too little in such basic areas as cultural anthropology, clinical psychology, and general psychological theory and experimentation.To the extent that Freeman's question relates to the training ofeduca tional psychologists, Bruce has supplied the answer, at least a good answer. But educational psychology must also justify itself in another respect-the teaching of students who are to become classroom teachers. Most students preparing to teach will not gain enough competency in psychology to make much use of the scientific-theoretical approach, and will not exert a great deal of influence upon educational thought anyway. Perhaps a delineation of broad, general principles of learning, child development and management, and the technology derivable, is the best approach for them.The serious student of educational psychology, educational specialists, and all persons likely to assume positions of leadership in education should have thorough grounding in the scientific and theoretical aspects of the subject. Principles, generalizations, thought, not technology, can guide us. The educational leaders should be able to distinguish between shallow, un reasoned claims that may be encountered daily in the name of psychology, on the one hand, and principles based on psychological sophistication, on the other.An educational psychologist is by history any psychologist who devotes his energies to educational problems. Anderson (1) has made a strong case for psychology as an influential factor in education. Dewey and Thorndike "cannot be matched by two others who have had equal effect on American

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A Bill of Rights for School Counselors

Stewart

1959

The Personnel and Guidance Journal

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Time Spent by Counselors and Deans on Various Activities

Cited by 6 publications

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Chapter VIII: Preparation of Teachers and Specialists for Guidance Service

Chapter VIII: Preparation of Teachers and Specialists for Guidance Service

Educational Psychology

A Bill of Rights for School Counselors

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