Cargando…
Aca Evaluating Student Learning Outcomes In Counselor Education /
This timely text describes the role of program evaluation in counselor education and provides step-by-step guidance for faculty seeking to develop comprehensive Student Learning Outcome (SLO) evaluation plans to meet accountability expectations. It serves as a blueprint for demystifying the SLO proc...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York, NY :
John Wiley & Sons,
2016.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000Ma 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn948751919 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr cnu---unuuu | ||
| 008 | 090713s2016 nyu o 000 u eng d | ||
| 040 | |a RECBK |b eng |e pn |c RECBK |d OCLCO |d EBLCP |d OCLCF |d OCLCQ |d OCLCO |d IDB |d MERUC |d OCLCQ |d ZCU |d ICG |d OCLCQ |d TKN |d DKC |d OCLCQ |d OCLCO |d OCLCQ |d OCLCO |d OCLCL | ||
| 020 | |a 9781119292074 |q (electronic bk.) | ||
| 020 | |a 1119292077 |q (electronic bk.) | ||
| 028 | 0 | 1 | |a EB00668659 |b Recorded Books |
| 035 | |a (OCoLC)948751919 | ||
| 050 | 4 | |a LB1731.75 |b .B37 2016eb | |
| 082 | 0 | 4 | |a 371.4 |2 23 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Minton, Casey A. Barrio. | |
| 245 | 1 | 0 | |a Aca Evaluating Student Learning Outcomes In Counselor Education / |c Casey A. Barrio Minton, Donna M. Gibson, and Carrie A. Wachter. |
| 260 | |a New York, NY : |b John Wiley & Sons, |c 2016. | ||
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 520 | |a This timely text describes the role of program evaluation in counselor education and provides step-by-step guidance for faculty seeking to develop comprehensive Student Learning Outcome (SLO) evaluation plans to meet accountability expectations. It serves as a blueprint for demystifying the SLO process and making the switch from an input-based measure of productivity that focuses on what counseling programs do, to an outcome-based approach that concentrates on the quality of learning through evidence-based assessment of students' knowledge and skills. The first and second parts of the book lay the foundation for the SLO process and provide practical guidance for identifying and developing direct and indirect measures of student learning. Part III offers strategies for creating measures; collecting, managing, and reporting student data; and using data to ensure competence. In Part IV, counselor educators across the country offer hands-on application through a wide variety of SLO activities and rubrics linked to each of the curricular and specialty areas of the 2016 CACREP Standards. | ||
| 500 | |a Title from resource description page (Recorded Books, viewed May 02, 2016). | ||
| 505 | 0 | |a Title Page -- Copyright -- Dedication -- Acknowledgments -- About the Editors -- About the Contributors -- Part I: Context -- Chapter 1: The SLO Movement -- A Brief History -- Current State of SLO Assessment -- Moving Forward -- Resources -- Chapter 2: The Bigger Picture of Program Evaluation -- A General Framework for Program Evaluation -- Data Collection in Counselor Education Programs -- Putting Program Evaluation Into Action -- Resources -- Chapter 3: Identifying Objectives and Mapping Curricula and Processes -- Creating Meaningful SLOs -- Mapping Curricula -- Crafting the Assessment Plan -- Resources -- Part II: Selecting Assessments and Developing Measures -- Chapter 4: Course-Based Assessments -- Intentionality in CBA -- CBAs in Broader Program Evaluation -- Design Considerations for CBAs -- Resources -- Chapter 5: Field Experiences -- Benefits of Field Experience Assessments -- Drawbacks of Field Experience Assessments -- Design Considerations for Field Experience Assessments -- Resources -- Chapter 6: Comprehensive Examinations -- Standardized Comprehensive Examinations -- Local Master's-Level Comprehensive Examinations -- Doctoral-Level Comprehensive Examinations -- Examples -- Resources -- Chapter 7: Portfolios -- Benefits of Portfolios -- Drawbacks to Portfolios -- Design Considerations -- Examples -- Resources -- Chapter 8: Theses and Dissertations -- Benefits of Theses and Dissertations -- Drawbacks of Theses and Dissertations -- Design Considerations -- Evaluation Considerations -- Dissertation Rubric Quality Indicators -- Dimensions of Dissertation Components -- Resources -- Chapter 9: Dispositions -- Professional Counseling Dispositions -- CACREP 2016 Standards Relevant to Dispositions -- Best Practices -- Examples -- Resources -- Chapter 10: Indirect Measures -- Indirect Measures in Context. | |
| 505 | 8 | |a Indirect Measures of Focus in the CACREP 2016 Standards -- Design Considerations -- Sample Alumni Survey -- Sample Alumni Employment Survey -- Conclusion -- Resources -- Chapter 11: Creating Measures -- Rubrics -- Observation or Rating Forms -- Advanced Practicum Observation Rating Form -- Process Considerations -- Resources -- Part III: Moving Forward -- Chapter 12: Collecting and Managing Data -- Elements of Data Collection and Management -- AMSs -- Process Considerations -- AMS Characteristics -- Resources -- Chapter 13: Analyzing Data -- Examining the Data -- Sample Site Supervisor Evaluation of the Program -- Alumni Survey -- Analyzing Data -- Process Considerations -- Resources -- Chapter 14: Reporting Data -- Sharing Results -- Counselor Education University: 2015 Systematic Program Evaluation Summary -- Resources -- Chapter 15: Using Data to Enhance Programs -- Informing Program Curricular and Policy Modifications -- Practical Steps for Using Data for Program Improvement -- Resources -- Chapter 16: Using Data to Support Individual Student Development -- Best Practices in Student Review -- Best Practices in Remediation and Gatekeeping -- Resources -- Chapter 17: Using Data in the SoTL -- Part IV: Applications -- Chapter 18: Professional Counseling Orientation and Ethical Practice -- Professional Development Planning Portfolio -- Exploring Counseling and Related Mental Health Professions -- Ethics Group Project -- Chapter 19: Social and Cultural Diversity -- Photo-Journal (Adapted From Orr & Smith, 2013) -- Chapter 20: Human Growth and Development -- Developmental Interview -- Using Digital Storytelling to Describe the Development of Individuals in Context -- Developmental Transitions Paper -- Chapter 21: Career Counseling and Development -- Career Counseling and Assessment Simulations -- Career Journey Self-Assessment. | |
| 505 | 8 | |a Career Counseling and Development Interventions Portfolio -- Chapter 22: Counseling and Helping Relationships -- Counseling Session Analysis -- Integrative Counseling Theories Paper -- Consultation Model -- Chapter 23: Group Counseling and Group Work -- Group Proposal and Curriculum -- Group Video Reflection -- Group Theory Presentation and Demonstration -- Chapter 24: Assessment and Testing -- Assessment Report -- Test Critique -- Comprehensive Final Examination -- Chapter 25: Research and Program Evaluation -- Identifying and Appraising Evidence-Based Interventions -- Matching Program Questions to Research Designs -- An Exercise in Program Evaluation Planning -- Chapter 26: Addiction Counseling -- Client Case Conceptualization -- In-Class Exercise: Darkina Shares Her Story -- Treatment Facility Report -- Psychopharmacology Hunt -- Chapter 27: Career Counseling -- Cultural Case Study -- Job Search Workshop -- Chapter 28: Clinical Mental Health Counseling -- Ethical Decision Making -- Public Policy and Advocacy Project -- Fictional Case Study -- Psychopharmacological Medication Quiz -- Agency Profile and Community Analysis -- Chapter 29: Clinical Rehabilitation Counseling -- Diagnostic Report and Comprehensive Rehabilitation Plan -- Comprehensive Clinical Rehabilitation Counseling -- Chapter 30: College Counseling and Student Affairs -- Applied Student Development Theory -- College Counseling Program Implementation -- Campus-Based Program Evaluation -- Chapter 31: Marriage, Couples, and Family Counseling -- Couple Interview and Assessment -- Expert Family Theory Video Review and Critique -- Genogram and Reflection -- Chapter 32: School Counseling -- Candidate Portfolio -- Digital Storytelling Project -- Comprehensive School Counseling Program (CSCP) Project -- Chapter 33: Counselor Education and Supervision-Counseling. | |
| 505 | 8 | |a Counseling Theories Academic Research Paper and Presentation -- Counseling Theory Role-Play -- Logic Models and Career, Group, and Multicultural Counseling Theories -- Chapter 34: Counselor Education and Supervision-Supervision -- Supervision Simulation -- Supervision Interventions Manual -- Letter to a New Supervisor -- Chapter 35: Counselor Education and Supervision-Teaching -- Learning Theory Primer -- Course Design Portfolio -- Teaching Observation -- Chapter 36: Counselor Education and Supervision-Research -- Methodology Intensive -- Conceptual Framework for Your Research Agenda -- Research Project Proposal -- Chapter 37: Counselor Education and Supervision-Leadership and Advocacy -- Leadership Philosophy -- Crisis and Consultation Presentation and Paper -- Leadership and Advocacy Plan and Project -- References -- Index -- Technical Support -- End User License Agreement. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Education. | |
| 650 | 7 | |a EDUCATION |x Professional Development. |2 bisacsh | |
| 650 | 7 | |a Education |2 fast | |
| 700 | 1 | |a Morris, Carrie A. Wachter. | |
| 700 | 1 | |a Gibson, Donna M. | |
| 758 | |i has work: |a ACA Evaluating Student Learning Outcomes in Counselor Education (Text) |1 https://id.oclc.org/worldcat/entity/E39PCYXjD83gyfYrvWyVh37Brq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=4508970 |z Texto completo |
| 938 | |a EBL - Ebook Library |b EBLB |n EBL4508970 | ||
| 938 | |a Recorded Books, LLC |b RECE |n rbeEB00668659 | ||
| 994 | |a 92 |b IZTAP | ||