Secondary School Counselling in England and Canada: A Mini Comparison
Notice bibliographique
Résumé
During May and June of 1970, it was my privilege to be a visiting professor at the University of Exeter in its Diploma Program in Counselling and to visit local educational authorities, colleges of education, and universities in other parts of England. At the conclusion of my stay in Exeter, I was a guest of the British Council and visited counsellor education programs at two other universities, Keele and Reading, as well as secondary school counsellors in two regionally different Local Educational Authorities-School Districts. As one who has been both a secondary school and university counsellor in Canada and the U.S.A., what were by impressions of school counselling in England? It was soon apparent to me that school counselling in England is a newcomer to the educational scene and still in its infancy. While it has many facets in common with secondary school counselling in North America, it does have some differences, particularly, in terms of the historical background in which it is being implemented. The Education Act of England and Wales, 1944 increased the length of schooling from age 14 to 15 years (in 1972-73, this will be extended to age 16), and broadened the curriculum offerings by increasing the types of programs available to students. After writing the I 1+ examination, the student enrolled at a grammar school, technical school, or modern school, depending upon his examination results and vocatioOlil plans. As the fallacy of this early and dangerous segregated streaming was soon realized, experimental programs with comprehensive secondary schools (multi-stream programs within one school) were started. The result has been that the majority of professional educators and the public have been expressing a desire for conversion of all secondary schools into comprehensive schools. Last year, prior to its defeat, the Labour Government had requested information from all Local Education Authorities regarding their plans for conversion to comprehensive secondary schools. It seemed to be the feeling of English educators that if the Labour Government had been re-elected, comprehensive schools would have been legislated. This, of course, would have been the death knell of the Direct Grammar Schools which get their funds directly from the central government and do not come under jurisdiction of the Local Educational Authorities (L.E.A.). These schools are modelled on the segregated English Public School-Eton and Harrow-and have always served an elite group but were required to allow twenty-five per cent of their enrolment space for bright students recommended by the Local Educational Authority. It is easy to realize that in order to operate an effective comprehensive school, a radical change of philosophy and commitment from that prevail-
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».