ethanporcaro/eric-fulltext-meta huggingface dataset:
Research and Reflections on Dual Relationships in Counselor Supervision
Author: Woodward, Kristian L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Counselor Training,Clinical Experience,Supervision,Counselor Educators,Teacher Student Relationship,Sexuality,Guidelines,Best Practices,Therapy,Supervisor Supervisee Relationship,Ethics,Standards,Professional Associations,Counselor Client Relationship,Peer Relationship

Dual relationships vary and are commonplace in non-Western cultures and in many professions. In counseling, dual relationships may exist between a counselor and a client, a counselor and a counselor-in-training (CIT), or two counselors participating in peer supervision. To better understand dual relationships in counseling supervision, this paper seeks to define the topic, investigate it in terms of sexual and non-sexual relations, explicate available guidelines and best-practices, identify areas for future research, and pose reflections on dual relationships confronted through the author's experience with peer supervision.
How and Why Formal Education Originated in the Emergence of Civilization
Author: Eskelson, Tyrel C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational History,Educational Development,Ethnography,Non Western Civilization,Western Civilization,Culture,Educational Theories,Social Structure

The purpose of this study is to argue that formal education had multiple, independent origins in the emergence of ancient civilizations, for universally the same reasons. It uses socio-biological literature to outline the nature of human societies; ethnographic literature to show that no systems of formal education existed in small-scale hunter-gatherer communities; and evolutionary psychological literature, specifically the cognitive niche theory of human evolution, and domain-specific brain module theories, to show how children learn. The second section details the organizational changes that occurred in the emergence of civilization and why this required the development of formal institutions of education. The study uses four ancient civilizations--Mesopotamia, Egypt, China, and Mesoamerica--to provide evidence for the paper's argument. The study offers a theory for the relationship between the structural organization of human societies and the implications this has for social learning. Overall, it provides a working theory for how and why formal education first emerged in human societies, due to the administrative tools needed to keep a state-level society functioning.
Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence
Author: Arikan, Neslihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Responsibility,Social Development,Emotional Development,Emotional Intelligence,Program Effectiveness,High School Students,Adolescents,Foreign Countries,Scores,Institutional Characteristics,Physical Education,Athletics,Vocational High Schools,Public Schools,Student Behavior

Programs for social-emotional learning implemented in schools are important in terms of improving students' emotional and social skills. In the study, a 16-week program was prepared using the Social-Emotional Learning (SEL) model based on the Personal and Social Responsibility Model (TPSR). The program was implemented in three different school types and the effect of the TPSR-SEL program on the emotional intelligence levels of the students was examined according to the school types. The research group was composed of 162 students in total who study at Anatolian High School (n=55), Vocational Technical Anatolian High School (n=51) and Sports High School (n=56) in Afyon province. In research, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week TPSR-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Standard deviation--mean and Two-Way Covariance Analysis (Two-Way ANCOVA) was used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups, that there was a significant increase in the final-test total scores of the students in experiment group in all three types of schools, and that the total scores of the control group students remained at the same level. In addition, it was found that the joint effects of participation in the TPSR-SEL program and school type on emotional intelligence scores were significant.
Demographic Shifts and Segregation in Fargo and West Fargo, North Dakota Schools
Author: Gilblom, Elizabeth A.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Segregation,Public Schools,Population Trends,Urban Population,School Districts,School Demography,Minority Group Students,Low Income Students,African American Students,Enrollment,Achievement Tests,Scores,Community Characteristics,Refugees,Language Minorities

In this article, we examine how demographic changes in Fargo and West Fargo, North Dakota between 2000 and 2017, including the resettlement of refugees, have impacted equitable educational arrangements in Fargo Public Schools (FPS) and West Fargo Public Schools (WFPS). Drawing on multiple data sources, including North Dakota's Department of Public Instruction (DPI), Common Core of Data (CCD) available from the National Center for Educational Statistics (NCES) and block group data from the U.S. Census Bureau, we use Geographic Information Systems (GIS) to examine city and district level changes in the years 2000 and 2017. We also conduct descriptive statistics and a multivariate analysis of variance (MANOVA) to assess the relationships among Black student enrollment, performance on state tests and enrollment characteristics that include race and free and reduced lunch. Findings underscore the increasing isolation of students over time by race, socioeconomic background and language.
Six Keys for Novice School Counselors
Author: Nelson, Kimberly A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Novices,School Counselors,Professional Identity,Mentors,Advocacy,Experiential Learning,Professional Development,Counselor Role,Work Experience,Interprofessional Relationship,School Administration

What should newly graduating school counselors do? The research is clear that six key behaviors will develop and maintain who they are. The professional identity of school counselors is important because of the impact school counselors have on students and the school environment. When school counselors understand their roles, engage in continuous learning after training, gain support from administration, strengthen their advocacy, seek out mentorship and join professional organizations, current research indicates that they are better able to broaden their scope of resources to help and advocate on behalf of the students they serve. This manuscript is intended to inform novice school counselors in particular of six keys to help develop and maintain one's professional identity after graduate training.
Gender Differences in Stressors and Coping Strategies among Teacher Education Students at University of Ghana
Author: Adasi, Grace S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Stress Variables,Coping,Preservice Teachers,Stress Management,Metacognition,Young Adults,Undergraduate Students,Student Welfare

This study explored gender differences in stressors experienced by teacher education students at the University of Ghana, and adaptation stratagems they might utilise to manage stress. In 2018-2019 academic year, a total of two hundred and seventy (270) second- and third-year students were selected using random sampling procedure to respond to closed-ended and open-ended questions in a survey questionnaire. The questionnaire was adapted from Dental Environmental Stress (DES) to measure stressors students encounter and the Brief Coping Orientation to Problems Experienced (Brief COPE) to measure students' coping stratagems they might use to minimise their stress levels (Folkman &amp; Lazarus, 1984). It was pre-tested to learners of the faculty of education at the University of Cape Coast, Ghana, to ensure the reliability and validity of the statements. The findings show that the students use multiple strategies, such as praying/meditating and self-distracting activities to cope with stress. Although, females had higher overall perceived stress levels regarding encountered academic stressors and health stressors, the difference between genders was insignificant. Similarly, females had a higher perception of stress from psychosocial stressors when likened to males, however, the difference between genders was also insignificant. Regarding perceived coping stratagems, females utilised adaptive coping stratagems whilst males utilised maladaptive and avoidance coping stratagems although the difference between genders was also not significant. The study recommended among others that males be urged to likewise utilise increasingly adaptive strategies to control strain.
Investigation of Mental Toughness Levels of Individuals Who Actively Do Sports: A Sample of the City of Elazig
Author: Kilic, Yakup
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Resilience (Psychology),Athletes,Athletics,Psychological Patterns,Individual Characteristics,Gender Differences,Marital Status,Age Differences,Educational Attainment,Experience

The aim of this study is to investigate the mental toughness levels of individuals who actively do sports in the face of events they face during sportive performances. Mental toughness is among the psychological characteristics to achieve the highest performance by athletes and coaches. Mental toughness is also important in terms of evaluating the performances of athletes and support their development. The population of the study consisted of individuals who actively do sports in the city of Elazig while the sample of the study consisted of 156 active athletes, who were chosen by the simple random sampling method. As the data collection tools, the personal information form, which was created by the researchers, and the Mental Toughness Scale (MTS), which was developed by Madrigal et al. (2013) and adapted into Turkish by Nevzat Erdogan by 2016, were used. In conclusion, of the athletes who participated in the study, it was observed that male athletes had higher levels of mental toughness compared to female athletes according to the gender variable. Furthermore, no significant differences were observed in terms of the variables of marital status, age, educational status, sports experience and sports branch.
Transforming the Kindergarten Experience by Design: A Comparative Research Case Study
Author: French, Raechel
Date: 2020-00-00
Type: Journal Articles
Subjects: Kindergarten,Case Studies,Educational Change,School Schedules,School Districts,Neighborhoods,Student Adjustment,Models,Comparative Analysis,Program Descriptions,Teacher Student Relationship,Peer Relationship,Teacher Collaboration,Program Design,Educational Experience,Learning Activities

Kindergarten education is becoming a priority throughout the USA as research shows its importance on later in life outcomes. The State of Washington instated full-day kindergarten for all public-school students beginning in 2016-2017. It &quot;…is part of the state's constitutionally protected definition of 'Basic Education'&quot; (Reykdal, n.d., n.p.), working to support all children in the state. Acting on this new state requirement, one school district chose to design and build a center dedicated solely to kindergarten education, housing approximately 600 kindergarteners. The school was divided into four 'neighborhood pods' each with immediate access to specific activity programs (i.e., dining, interventionists, elective functions) reflecting a new 'expanded push-in' model and reduce transition times. This model was compared with a 'traditionally' operated kindergarten where learners travel to activity programs throughout a campus (i.e., dining, interventionists, electives). A human-centered research design using mixed-methods for this comparison study between an 'expanded push-in' and a 'traditional' model was used to understand the impact of this new architectural solution particularly focused on timing transitions between the classroom and activity program settings. Findings discovered a reduction in the length of transitions between accessing the programs by recaptured seven school days of learning time (approximately 45 hours), when compared to the traditional one, and more positive connections between students/students, teachers/teachers, and students/teachers to build community.
Comparison of the Effects of Sports Education and Direct Teaching Models on the Attitude and Cognitive Domain Level of Undergraduate Students
Author: Eyuboglu, Ender
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Education,Direct Instruction,Instructional Effectiveness,Undergraduate Students,Student Attitudes,Foreign Countries,Thinking Skills,Racquet Sports,Student Interests,Knowledge Level

The purpose of this study was to compare the effects of the sports education model and the direct teaching model used in badminton courses on the attitudes of undergraduate students towards the course and its permanence on cognitive domain skills. The study group consisted of a total of 45 undergraduate students, 24 of whom were experimental groups and 21 were control groups. In the study, for collection of data, the &quot;Intrinsic Motivation Inventory&quot; which developed by Ryan (2000), adapted to Turkish by Çaliskur after being tested for validity and reliability (Çaliskur &amp; Demirhan, 2013) and the &quot;Badminton Cognitive Domain Information Form&quot; which was prepared by the course instructor were used. Descriptive statistical analysis was used for data analysis of attitudes of groups after application, but, because of the lack of a normal distribution, the &quot;Mann Whitney U&quot; test was used for the significance of the difference between the cognitive domain and the permanence of learning. As a result, significant differences were determined between the students' interest/enjoyment aspect and the permanence of cognitive learning, whereas significant differences were not detected in the aspects of perceived competence, value/benefit, effort/importance, job perception/perceived choice and pressure/tension.
Cohabitation among University Students in Oyo State, South West Nigeria; Causes and Consequences: Implications for Counselling
Author: Onoyase, Anna
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Interpersonal Relationship,Pregnancy,Institutional Characteristics,Private Colleges,Public Colleges,Dormitories,Place of Residence,Student Costs,Sexuality,Cultural Influences,Social Values,Religion,Parent Child Relationship

The investigator embarked on the research to find out the causes and consequences of cohabitation among university students in Oyo State, South-West Nigeria. In order to carry out the investigation, the researcher formulated two research questions and one hypothesis to guide the investigation. The researcher constructed an instrument known as &quot;Cohabitation Among University Students, Causes and Consequences Questionnaire&quot; (CAUSCCQ) to collect information from the respondents. The investigator carried out a reliability test of the instrument using the test re-test method. A reliability coefficient of 0.85 was obtained showing that the instrument was reliable to carry out the research. The items of the instrument had face and content validity as well as language appropriateness. The researcher used 3 research assistants to administer 271 copies of the instrument on the respondents. The research assistants retrieved 245 copies of the questionnaire. The researcher scored, collated and made use of the mean and standard deviation to answer the two research questions while one-way Analysis Of Variance ANOVA was used to test the hypothesis. The investigation revealed in Table 1 that some students cohabit because of high on-campus accommodation fee, with mean score of 2.79, some others cohabit due to financial difficulties in order to save on rent, food and other expenses and also as a result of their freedom from parental control and supervision. The research found out in Table 2 that one of the consequences of cohabitation is unwanted pregnancy with mean score of 3.52. The investigation also revealed in Table 2 that unwanted pregnancy may result into abortion with mean score of 3.49. Finally, the research found out that there is no significant difference among Federal, State and Private university student cohabiters in their assessment of the consequences of cohabitation. It is therefore recommended that Federal, State and Private owners of universities should put up adequate number of halls of residence for students.
Supporting First-Generation Students
Author: Anastal, Kathia
Date: 2018-00-00
Type: Journal Articles
Subjects: First Generation College Students,School Counselors,Counselor Role,Barriers,Intervention,Social Development,Emotional Development,Self Efficacy,Resilience (Psychology),Holistic Approach,Social Support Groups,Counseling Techniques,Postsecondary Education,Career Readiness,College Readiness,High School Students,Academic Achievement

First-generation college students represent a significant portion of individuals seeking higher education in the United States; yet this population does not perform as well academically as continuing generation peers. Significant research exists exploring barriers preventing college attainment for this population; however, there is limited research recommending targeted interventions in formative years to prepare first-generation students for college life. School counselors play a critical role in helping to bridge this gap by focusing on social-emotional learning.
Investigation of the Opinions of Science Teachers about Homework
Author: Sayan, Hamiyet
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Teacher Attitudes,Homework,Assignments,Student Projects,Student Research,Reinforcement,Repetition,Learning Strategies,Portfolios (Background Materials),Student Motivation

Despite the restrictions and controversies in Turkey's educational system, the efficacy of the homework assignments on the student's development is indisputable. Besides, what needs to be discussed is what kind of assignments should be given to students, and how they should be evaluated. The aim of this study is to investigate the views of science teachers about homework assignments. The survey method was preferred for this study. A questionnaire was developed by the researchers, and 100 teachers were reached online and via social media. The data obtained from the study were evaluated through quantitative and qualitative analyses. This study shows that the majority of the teachers do not support banning homework, and they consider it as necessary. Teachers mostly assign homework assignments for repetition and reinforcement. Project assignments and research presentation assignments are the most commonly assigned types of homework. Teachers give homework to students which they can do mostly at home spending 0-1 hours together with their friends. According to the teachers, homework provides the most benefits for reinforcement, repetition and learning. In the study, it was found that the majority of the teachers did not use portfolios. According to the teachers participating in the study, the factors that mainly affect student motivation are concentration, reluctance and insufficient knowledge. In order for students to develop their skills properly in the 21st century and be successful in international examinations such as TIMSS, their understanding of homework must also change to meet the requirements of the age.
Survey of Intelligent Recommendation of Academic Information in University Libraries Based on Situational Perception Method
Author: Liu, Yan
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Libraries,Library Services,Information Systems,Universities,Information Needs,Electronic Libraries,Information Retrieval

Based on the context-aware environment, in this paper, the adaptive interest models are reviewed. And the academic information intelligent recommendation systems of university libraries are presented based on the situational awareness-related theory method, where the current situation and trend of situational awareness-related theory and service of intelligent recommendation systems are investigated. Meanwhile, the potential research directions, basic ideas and methods are also presented. The adaptive model and architecture of the academic information recommendation system are built based on situational awareness, and the collaborative filtering information recommendation algorithm is studied based on spatial-temporal similarity relationship to obtain the interest of scientific and technological scholars. Combining with the adaptive interest model, an academic information demand model is established. On this basis, the prototype system of academic information recommendation is further studied to realize personalized recommendation of academic information based on the situational perception. This paper will provide effective solutions to the digital resources service of university libraries and the academic information recommendation needs of scientific and technological scholars.
Positively Influencing Student Engagement and Attitude in Mathematics through an Instructional Intervention Using Reform Mathematics Principles
Author: Irvine, Jeff
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Student Attitudes,Intervention,Instructional Effectiveness,Mathematics Instruction,Active Learning,Experiential Learning,Authentic Learning,Technology Integration,Manipulative Materials,Classroom Techniques,Grade 10,High School Students,Foreign Countries,Metacognition,Mathematics Achievement,Teacher Behavior,Positive Attitudes

Student engagement in their own learning of mathematics, and student attitudes towards mathematics are key dimensions of learning. This mixed methods study examined the impact of a classroom intervention based on the principles of reform mathematics (i.e., active student involvement, hands-on, real-world connections, use of manipulatives and technology, extensive use of student groups), on student engagement and student attitudes, in three Grade 10 mathematics classrooms in Ontario, Canada. Statistically significant effects were found for both the students' engagement and attitudes. The implications for pedagogy and policy indicated that the efficacy of reform mathematics principles influenced the students' affective dimensions in mathematics learning.