ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of a Social Justice Service-Learning Field Experience in a Social Foundations Course
Author: Tinkler, Barri
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Justice,Service Learning,Field Experience Programs,Social Studies,Preservice Teacher Education,Preservice Teachers,Public Schools,Institutional Characteristics,School Culture,Sensory Training,Reflection,Student Journals,Questionnaires,Interviews,Ethnic Diversity,Social Attitudes,Individual Instruction,Social Environment,Barriers,Student Teacher Attitudes,Attitude Change,Learning Experience,Elementary Secondary Education

This interpretive study examines the outcomes of using a social justice service-learning field experience in a social foundations course to help illuminate for teacher candidates the often &quot;invisible&quot; institutionalized inequities of public schools. The findings demonstrate how social justice service-learning can be used as a field placement to increase preservice teachers' exposure to diversity, to help refocus attention on the needs of individual learners, and to assist teacher candidates in understanding and questioning existing school structures.
Funds of Knowledge and Community Cultural Wealth: Exploring How Pre-Service Teachers Can Work Effectively with Mexican and Mexican American Students
Author: Saathoff, Stacy D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mexican Americans,Race,Critical Theory,Teacher Education Programs,Females,Whites,Teacher Characteristics,Educational Practices,Cultural Capital,History,Role,Cultural Background

This article examines how pre-service teachers can work effectively with Mexican and Mexican American students. Using the foundation of funds of knowledge (González, Moll, &amp; Amanti, 2005) and the critical race theory concept of community cultural wealth (Yosso, 2005), the article weaves together these ideas to discuss how they can be implemented in teacher education programs. Added to the conversation is the importance of historical context in better understanding current educational situations affecting specific communities. Given the specific Southwest location, this article focuses on mostly white female pre-service teachers working in schools with a primarily Mexican and Mexican American student population. The purpose is to educate pre-service teachers and provide a close analysis of funds of knowledge and community cultural wealth as ways to give preservice teachers tools to investigate their own practice.
What Factors Sustain Professional Growth among School Counselors?
Author: Konstam, Varda
Date: 2015-00-00
Type: Journal Articles
Subjects: School Counselors,Professional Development,Expertise,Evidence,Supervision,Work Experience,Measurement Techniques,Competence,Data,Counseling Techniques,Cultural Awareness,Response Rates (Questionnaires),Questionnaires,Surveys,Measures (Individuals),Statistical Analysis,Correlation

This study examined relationships among self-reported professional expertise, organizational support of evidence-based practices (EBP), and professional growth. Data were collected from 85 members of American School Counseling Association (ASCA). School counselors with higher self-reported expertise reported that they were more likely to improve their school counseling skills. Those with more years of experience supervising school counselors also reported greater professional expertise. No linear relationship was found between organizational support of EBP and perceived professional expertise, which may be attributed to lack of adequate structural and organizational school supports. Implications for future research, counselor development, and supervision are discussed.
What Elementary Students Experience outside of the Classroom: Children's Responses to Social Exclusion
Author: Chiffriller, Sheila H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 3,Grade 5,Student Surveys,Peer Acceptance,Age Differences,Individual Differences,Suburban Schools,Statistical Analysis,Responses,Comparative Analysis,Incidence

Social exclusion and the behaviors, thoughts, and feelings it evokes in children were examined in the present study. Two forms of exclusion were identified: being rejected and being ignored. Surveys were administered to third and fifth grade students in a Northeastern suburb in the United States to see how children respond overall and if younger and older elementary school students respond similarly. The students were asked to imagine themselves in four different peer situations in which they were included, rejected, or ignored and indicate how they would respond. Developmental differences and implications of the findings for counselors are discussed.
The Teacher Assistant Programme across the UAE: Empower to Include
Author: Gaad, Eman
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mental Retardation,Mainstreaming,Inclusion,Public Schools,Women Faculty,Womens Studies,Mixed Methods Research,Empowerment,Interviews,Content Analysis,Research Projects,Risk Management,Trainees,Program Effectiveness,Program Evaluation,Participant Satisfaction,Teacher Aides

This paper presents the findings of a government-funded research project that was aimed at providing well-trained teacher assistants to enable inclusion of learners with intellectual disabilities in 21 Emirati government schools across the United Arab Emirates. The project is a first in the country and attracted media attention because of its dual benefit in not only supporting the national trend of the inclusion of learners with disabilities in mainstream schools, but also enabling empowerment of young Emirati women who did not make it to higher education for some reason or another but are keen to join the work force. The main research question was, &quot;what is the impact of the programme on the lives of those Emirati women who became teacher assistants and on the education process in the school where they were trained?&quot; Mixed methods were applied to achieve the aims of the project. Provisional results showed that having a well-trained teacher assistant in class, alongside the class teacher in Emirati mainstream schools, supports and empowers young learners with intellectual disabilities and contributes to an effective and long-lasting inclusive education. In relation to the Emirati trainees, the programme was effective and it supported such young women to secure a place in the work force as well as equipped them with new skills that they found useful for their own self-development and their respective communities across the UAE. The project was funded by the Emirates Foundation for the UAE Down Syndrome Association in collaboration with the British University in Dubai and the Ministry of Education in the UAE.
Cross-Cultural Communication Patterns in Computer Mediated Communication
Author: Panina, Daria
Date: 2015-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Computer Mediated Communication,Cultural Differences,Preferences,Electronic Mail,Undergraduate Students,Asians,Arabs,Factor Analysis,Pragmatics,Discourse Analysis,Business Administration Education,Gender Differences,Language Proficiency,English (Second Language),Second Language Learning,North Americans,Communication Strategies

There are important cultural differences in attitudes towards and use of electronic text communication. Consistent with Hall's high-context/low-context conceptualization of culture, electronic inter-cultural communication, just as verbal inter-cultural communication, is affected by the culturally-specific assumptions and preferences of message writers.
Long-Term Impact of On-Demand Professional Development on Student Performance: A Longitudinal Multi-State Study
Author: Shaha, Steven H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Faculty Development,Academic Achievement,Correlation,Quasiexperimental Design,Longitudinal Studies,Multivariate Analysis

The long-term effects of Professional Development (PD) on educators' ability to affect student performance remain virtually unstudied. This quasi-experimental, longitudinal study compared student achievement scores from 25 states and 78 school districts over multiple years for schools whose teachers used an online, on-demand professional development offering. The objective was to evaluate to what degree student scores might improve, decline, or plateau with participation in professional development over multiple years. Results showed significant gains in student performance across the number of years of participation, with significant continuation in growth across years. Findings validate a significant predictive relationship between the number of years educators participated in PD and improvements quantified in student performance. Inferences of findings to other PD approaches or offerings, or other student or educator populations or settings are discussed.
Factors Affecting Third Culture Kids' (TCKs) Transition
Author: Morales, Antonio
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Practices,Performance Factors,Transitional Programs,International Schools,Models,Student Adjustment,Migrant Children,Migrant Education,Counselor Role,Case Studies,Counseling Services,Counseling Techniques,Literature Reviews

(TCKs) transition becomes challenging for both the student and the school. The programs implemented, or lack thereof, are imperative to the successful transition of TCKs into their new, diverse, multicultural environment. Research has been written on the positive effects and challenges faced by TCKs' transient lifestyle. Although international mobility can expose students to unique experiences, it can also prove to be stressful for children, especially during their formative years. This paper addresses two factors affecting TCKs' transition--programs and counselor--and concludes with a model of a transition support program that may assist international schools in addressing the challenges accompanied by TCKs' transition into international schools.
Fixed and Growth Mindset in Education and How Grit Helps Students Persist in the Face of Adversity
Author: Hochanadel, Aaron
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Persistence,Academic Ability,Goal Orientation,Student Attitudes,Intelligence,Intelligence Quotient

Students face a wealth of challenges in college for example a lack of support, sometimes making it difficult to persevere. However, in an academic environment that teaches grit and fosters growth, students can learn to persist. Those who believe intelligence is fixed and cannot be changed exert less effort to succeed. Students who persevere when faced with challenges and adversity seem to have what Angela Duckworth calls, grit. This is the idea behind a growth mindset in learning according to Dweck (1999, 2007, 2010) and Duckworth, Peterson, Matthews, and Kelly (2007). Grit can be defined as &quot;…passion and perseverance for long-term goals…&quot; (&quot;Frontiers In Psychology,&quot; 2014). One grit effect study was conducted in collaboration with the U.S. Army and the University of Pennsylvania to create predictors of retention. The purpose of this present work is to explore researched competencies related to persistence in reaching academic goals, review literature in grit and growth mindset related to learning and persistence, and examine what educators can do to foster grit and a growth mindset. Recommendations for increasing persistence and grit in college students will be provided.
Students Talk about Their HIV/AIDS Education Courses: A Case of Addis Ababa, Ethiopia
Author: Sambe, Mariam M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Acquired Immunodeficiency Syndrome (AIDS),Gender Differences,Health Education,Sex Education,Sexually Transmitted Diseases,Case Studies,Focus Groups,Student Attitudes,Peer Teaching,Parent Role,Parents,Interviews,Mass Media Role,Drug Use,Drinking

The objective of this research was to explore how Ethiopian high school students experienced the HIV/AIDS education programs offered in their schools. The project also examined gender differences in the way HIV/AIDS education was perceived and the implications for the instructional design of the programs. A total of 15 high school students (eight females and seven males between the ages of 13 and 18) in Addis Ababa, the capital of Ethiopia, were recruited through purposeful sampling. Data were collected using two focus groups with each group comprising one gender. This separation of genders was ideal to enable participants to express their thoughts freely and to observe possible gender divergences. Findings: All participants agreed that school-based HIV/AIDS education was essential but that unfortunately, most of the programs that students attended were neither interesting nor beneficial. Gender differences were observed with females asking for in-school AIDS education to completely modify its focus and males feeling that the education's current strategies should simply be improved. The implications of these results are discussed along with recommendations for further research.
Teaching Civics and Instilling Democratic Values in Israeli High School Students: The Duality of National and Universal Aspects
Author: Davidovitch, Nitza
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Ethics,Civics,Educational Objectives,Values Education,Required Courses,Questionnaires,Democratic Values,Activism,Student Attitudes,Adolescents,Comparative Analysis,Judaism,Jews,Self Actualization,World Views,Grade 11,Grade 12

Civic studies in Israel and elsewhere are unlike any other school subject. This course of study has a higher purpose--to transform students into good citizens. In contrast to other core subjects, civics, in essence, strives to realize ethical goals. While other subjects perceive the instilling of values as a secondary outcome, in civics the ultimate goal is to teach values. In Israel, civic studies are currently a compulsory subject for high school students and they are required to learn, know, and understand essential values, principles, and characteristics of Jewish Israeli democracy (since Israel is defined as a Jewish Democratic State). The operational objective of this process is to teach good citizenship and proper involvement in public life. In the current study, the authors examined to what degree students assimilate these values in practice. For this purpose, the authors administered a questionnaire measuring views on values. It consisted of 16 items on the significance of various values, ranging from the national to the universal. The questionnaire was administered to over 1,300 students at public high schools. In addition, the authors also administered the questionnaire to about 260 teenagers active in a youth movement, with the aim of comparing the value mix of the two populations. Research findings indicated that both groups placed universal values highest, followed by values of self-realization, Zionism, and Judaism, respectively. Research conclusions show a compatibility between the significance accorded to these values in the curriculum and the significance attributed to them by students.
Response to Intervention for Young Children with Mild, Moderate/Severe Cognitive Disabilities: Literature Review
Author: Almalki, Nabil
Date: 2015-00-00
Type: Journal Articles
Subjects: Response to Intervention,Young Children,Literature Reviews,Early Childhood Education,Severity (of Disability),Teaching Methods,Disabilities,Mental Retardation,Alignment (Education),Accessibility (for Disabled),Outcomes of Treatment,Educational Practices

This study has discussed in-depth information about understanding the Response to Intervention (RTI) linking with children from pre-school to kindergarten (three to eight years old) who have Cognitive Disabilities (CD), including different levels from mild to moderate and/or severe. The study consists of five main sections--RTI, CD, RTI Linking with CD, teaching methods for children with CD, and how RTI helps disability in school. Each section is presented in comprehensive detail.
Methods of Care for Children Living in Orphanages in Saudi Arabia (An Exploratory Field Study)
Author: Ashaalan, Latifah
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Residential Institutions,Caregiver Child Relationship,Psychologists,Social Work,Caseworkers,Democratic Values,Authoritarianism,Social Discrimination,Caring,Children,Rejection (Psychology),Residential Care,Child Caregivers,Questionnaires,Caregiver Attitudes,Counselor Attitudes,Health Services,Statistical Analysis,Educational Attainment

This study aimed to identify the extent to which caregivers, social workers and psychologists working in orphanages in Saudi Arabia adopt one or more of the following five methods of care when treating children: attention vs. non-attention, equality vs. discrimination, kindness vs. cruelty, acceptance vs. rejection and democracy vs. authoritarianism.
Supervision of School Counseling Students: A Focus on Personal Growth, Wellness, and Development
Author: Smith, Adina
Date: 2015-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Individual Development,Wellness,Grounded Theory,Graduate Students,Supervision,Supervisors,Qualitative Research,Counselor Training,Career Development,Masters Programs,Focus Groups,Clinical Experience,Professional Identity,Online Surveys

Results of a grounded theory study exploring the experiences and processes of school counseling students' professional and personal growth are provided. The researchers used focus groups over a two-year period to better comprehend students their experiences of growth. Several themes emerged: defining personal growth, wellness, and clinical growth as a professional school counselor. Within each of these major themes several sub-themes exist. Given that this was a grounded theory study, a model regarding how school counselors' experience and process both professional and clinical growth is included. Finally, implications for school counselors working as supervisors of practicum and internship students are provided with the intent to help supervisors understand the developmental differences and needs for counseling students.
From Theory to Praxis: Applying Invitational Education beyond Schools
Author: Welch, Gabriela
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Theories,Educational Environment,Homework,Case Studies,Cooperation,Elementary Secondary Education

This essay critically reviews the application of Invitational Education (IE) beyond classrooms and schools by examining the activities of an educational volunteer program (The Atherton Gardens Homework Support Program). The authors advocate that in order to have a meaningful effect, IE needs to be implemented along with principles of other pedagogical approaches such as cognitive, social, and behavioural, and to take into serious consideration the social and political context in which it is applied.
A Case Study of Self-Affirmations in Teacher Education
Author: Robinson, Scott
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teachers,Self Esteem,Self Efficacy,Teacher Attitudes,Integrity,Teacher Effectiveness,Writing Exercises,Stereotypes,Positive Attitudes,Teaching Methods,Writing Instruction,Prompting,Group Membership,Peer Acceptance,Professional Identity,Feedback (Response),Trust (Psychology),Seminars,Teacher Interns,Internship Programs,Semi Structured Interviews,Comparative Analysis,Qualitative Research

This qualitative study reports on what was learned from two former teacher candidates, who engaged in self-affirmation writing exercises in an education seminar during their final semester in a teacher education program. Self-affirmations, as presented here, are brief psychological interventions designed to enhance the self-integrity of teacher education candidates, so they can persist and overcome challenges and demands encountered during their field placement teaching assignments. The research questions guiding this inquiry are: a) to what degree do self-affirmations minimize stereotype threat among teacher candidates; b) in what ways do self-affirmations help candidates remain optimistic in their roles as teacher candidates; and c) how can candidates apply self-affirmation writing with their own secondary students? A central finding from this case study is that self-affirmation writing sustained the teacher candidates through the challenges they encountered during their field experience teaching. The research participants describe how self-affirmations helps them focus on their own positive inner voice, or whispering self, that encourages self-acceptance and a belief that they are good persons who care for themselves and others. Additionally, candidates apply, or envision how they might apply self-affirmation writing exercises in their own middle and high school classrooms.
LGBT Health Care Access: Considering the Contributions of an Invitational Approach
Author: MacDonnell, Judith A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Homosexuality,Barriers,Access to Health Care,Sexual Identity,Sexual Orientation,Foreign Countries,Females,Gender Issues,Social Bias,Pregnancy,Feminism,Ethnography,Educational Needs,Case Studies,Semi Structured Interviews,Health Services,Allied Health Personnel,Interaction,Physician Patient Relationship,Language Usage,Power Structure,Policy

Lesbian, gay, bisexual and transgender (LGBT) people have historically, and continue today to encounter barriers to accessing health services. This has been attributed to the well-documented heterosexism, homophobia, biphobia, and transphobia that shape all health and social institutions. In this paper, invitational theory offers insight into the challenges faced by a childbearing lesbian couple to access supportive health care, and sheds light on inequities faced by LGBT people when accessing health care in Canada. The author draws on critical feminist research and invitational concepts to build an understanding of four dimensions of this couple's access to supportive care. The invitational approach is combined with an explicitly critical stance to highlight gender and other relations of power, and to provide a theoretical rationale for incorporating invitational concepts into equity-related research, including a current application focused on improving LGBT home care access in the Canadian context. Given the deeply embedded structural inequities that hinder the creation of intentionally inviting environments for diverse groups, this research has implications both for shedding light on areas in need of health care access research, as well as for integrating invitational approaches that align with critical pedagogies into health care education.