Graduate counseling students’ learning, development, and retention of knowledge

Main Article Content

Glenn W. Lambie
Kara P Ieva
Patrick R Mullen

Abstract

The present study investigated 52 graduate counseling students’ levels of ethical and legal knowledge (Lambie, Hagedorn, & Ieva, 2010) and social-cognitive development (Hy & Loevinger, 1996) at three points: (a) prior to a counseling ethics course, (b) at the completion of the course, and (c) four months later. Students’ ethical and legal knowledge scores increased and they retained their learning; however, their social-cognitive development did not change. Implications for the scholarship of teaching and learning are discussed.

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How to Cite
Lambie, G. W., Ieva, K. P., & Mullen, P. R. (2013). Graduate counseling students’ learning, development, and retention of knowledge. Journal of the Scholarship of Teaching and Learning, 13(4), 54–67. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/3284
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Articles
Author Biography

Glenn W. Lambie, University of Central Florida

Department of Educational and Human SciencesAssociate Professor

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