ethanporcaro/eric-fulltext-meta huggingface dataset:
Pathways to Adult Civic Engagement: Benefits of Reflection and Dialogue across Difference in Higher Education Service-Learning Programs
Author: Richard, Dan
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Service Learning,Alumni,Program Effectiveness,Citizen Participation,Volunteers,Curriculum,Interaction,Reflection,Interpersonal Communication,Cultural Awareness,Predictor Variables,Models,Questionnaires,Likert Scales

The current study explores the relationship between participation in college service-learning (SL) experiences, in both academic courses and co-curricular programs, and post-college civic engagement. Using data from a purposeful sample of 1,066 alumni from 30 campuses who participated in the 20th Anniversary Bonner Scholars Study, we explored the extent to which SL experiences during the college years were related to civic outcomes post-graduation, particularly in terms of civic-minded orientations, volunteering, and civic action. When evaluating various attributes of SL programs (e.g., curricular, co-curricular programming, types of reflection, dialogue across difference, interactions with others), two components were particularly salient. Dialogue with others across difference was the strongest predictor of cultivating civic outcomes after college. In addition, both structured and informal reflection independently contributed to civic outcomes (i.e., civic-mindedness, voluntary action, civic action). The results suggested the Pathways to Adult Civic Engagement (PACE) model, which can be used to examine SL programming in higher education and to guide future research to understand how variations in SL program attributes influence civic outcomes years after graduation. [Note: Publication date of Spring 2017 indicated on PDF; publication date of Fall 2016 indicated via URL.]
Beyond Superheroes and Sidekicks: Empowerment, Efficacy, and Education in Community Partnerships
Author: Stanlick, Sarah
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Experiential Learning,Institutional Mission,Power Structure,Partnerships in Education,Reflection,Empowerment,Self Actualization,Social Influences,Refugees,Higher Education,School Community Programs

To support the work of service-learning and community engagement (SLCE) being done in a high-quality, sustainable way, (&quot;Combining Service and Learning: A Resource Book for Community and Public Service&quot;), Kendall offered three Principles of Good Practice: (1) integrating service-learning programs into the central mission and goals of the schools and agencies where they are based; (2) establishing a balance of power between educational and community partners; and (3) wedding reflection to experience. Stanlick and Sell state that they are still grappling with Kendall's recommendations, notably establishing a balance of power in partnerships. They raise some thought provoking questions and provide answers for: (1) How do we establish a balance of power in genuine, life-giving ways- ways that support the self-actualization and growth of all stakeholders? (2) How do we ensure that partnerships are flexible, inclusive, and encouraging of the growth of everyone involved? (3) How do we avoid the pitfalls of dysfunctional helping when power is unbalanced and community partners are diminished or paralyzed by the social and economic privilege of the academy? (4) In what ways can we build a culture of humility and reciprocity to bring about a balanced power dynamic? [Note: Publication date of Spring 2017 indicated on PDF; publication date of Fall 2016 indicated via URL.]
Values-Engaged Assessment: Reimagining Assessment through the Lens of Democratic Engagement
Author: Bandy, Joe
Date: 2016-00-00
Type: Journal Articles
Subjects: Values,Citizen Participation,Service Learning,Evaluation Methods,Democracy,Transformative Learning,Teacher Role,Workshops,College Faculty,Higher Education

What is one value that grounds you in your civic engagement work? How are you walking the talk of that value in your assessment work? Or, how might you? And, what both helps and gets in the way of your doing that? These questions were posed to service-learning and community engagement (SLCE) faculty and staff gathered for an assessment institute at the 2015 &quot;Imagining America&quot; conference. Answering the first question was easy. But the second question was, at first, a dead weight in the room. Reflecting on Zlotkowski's 1995 essay on the future of SLCE called the movement to focus on achieving academic legitimacy. Academic legitimacy has become inextricably linked with academic assessment, which now, 20 years later, needed to be critically examined and creatively reimagined. The participants agreed they saw potential tension between their values and their assessment practices as a microcosm of the broader struggles SLCE as counter-normative work faces. The participants also agreed that the assessment work of SLCE practitioner-scholars can embody and nurture a set of relationships, practices, and modes of inquiry that is potentially transformative of technocratic and neoliberal tendencies in our institutions. This essay shares four conversations from the event that may help to reimagine assessment. [Note: Publication date of Spring 2017 indicated on PDF; publication date of Fall 2016 indicated via URL.]
Pragmatism, Pedagogy, and Community Service Learning
Author: Yoder, Scot D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Teaching Methods,Epistemology,Community Programs,Cultural Awareness,Student Participation,Ethics,Sustainable Development,Tourism,Foreign Countries,College Students,Study Abroad

In this paper I explore Goodwin Liu's proposal to ground the pedagogy of service-learning in the epistemology of pragmatism from the perspective of a reflective practitioner. I review Liu's epistemology and his claim that from within it three features common to service-learning--community, diversity, and engagement--become pedagogical virtues. I then describe an international community service learning program and use it to illustrate the role that these virtues might play. I then argue that Liu's proposal needs to be amended in two ways: he needs to use his pragmatism to rethink the connection between epistemology and pedagogy, and he needs to acknowledge the normative implications of his approach by aligning pragmatism with critical approaches to community service learning.
Exploring Pre-Service Training and School Counselor Interns Use of the ASCA Model Tasks
Author: Oberman, Aaron
Date: 2016-00-00
Type: Journal Articles
Subjects: Trainees,Learning Activities,Task Analysis,Counselor Training,Counseling Services,Counseling Psychology,Models,Professional Associations,Academic Standards,Likert Scales,Graduate Students,Student Surveys,School Counseling,Fidelity,Statistical Analysis

Activities performed by school counselor interns perform that are related to the American School Counselor Association (ASCA) National Model and Performance Standards were explored in this study. Interns were more likely to perform tasks that included individual and small group counseling, monitoring student progress, and conducting individual planning with parents. School counseling interns were less likely to meet with an advisory board, plan programs with the administration, and perform tasks associated with the management system.
What Is Group Process?: Integrating Process Work into Psychoeducational Groups
Author: Mills, Bethany
Date: 2016-00-00
Type: Journal Articles
Subjects: Psychoeducational Methods,Educational Principles,Literature Reviews,Counseling Objectives,Counseling Psychology,Counseling Techniques,Counseling Theories,Group Counseling,Integrated Activities,Guidelines,Teamwork

Process work has long been a tenet of successful counseling outcomes. However, there is little literature available that focuses on how to best integrate process work into group settings--particularly psychoeducational groups that are content heavy and most often utilized in a school setting. In this article, the authors provide an overview of the literature that is available on process work with an emphasis on clearly delineating the principles of group process. In addition, we also outline specific, process-based guidelines and techniques that school counselors can use to help integrate process work into their psychoeducational group practice.
The Effects of a Cross-Age Peer Mentoring Program on School Connectedness with Rural Populations
Author: Kraus, Sarah Elizabeth Cravey
Date: 2016-00-00
Type: Journal Articles
Subjects: Peer Teaching,Rural Schools,Mentors,Intervention,Low Income Groups,Student School Relationship,Experimental Groups,Control Groups,Grade 7,Student Surveys,Likert Scales,Quasiexperimental Design,Statistical Analysis,Pretests Posttests,Program Effectiveness

School-based mentoring continues to attract both attention and criticism among school leaders and researchers. This practitioner-university collaboration examined mentees' reported levels of school connectedness after a nine-week cross-age mentoring intervention. This study of 47 mentees attending a rural, low socioeconomic status (100% FRL) school investigated participants' school connectedness scores. Global school connectedness mean scores increased for all participants. Participants in the experimental group demonstrated statistically significant increases on the &quot;Self-in-Future&quot; subscale.
Effective Multicultural Supervision for a Culturally Diverse Country
Author: Smith, Amanda
Date: 2016-00-00
Type: Journal Articles
Subjects: Multicultural Education,Cultural Pluralism,Cultural Literacy,Cultural Awareness,Counseling Services,Counseling Techniques,Counselor Training,Counselor Qualifications,Supervisory Methods,Interpersonal Competence,Competency Based Education,Intervention,Training Methods,Evidence

Living in a country based on the &quot;salad bowl&quot; of cultures philosophy, it is necessary for mental health professionals to be competent in providing effective counseling to heterogeneous clientele. Multicultural counseling ensures that professional counselors will deliver services matching the clients' needs, resulting in valuable treatment. Individuals wishing to become a counselor need guidance in multicultural counseling beyond the instruction given in a classroom. This can be accomplished during supervision from a multiculturally competent supervisor.
Reality Therapy in a Middle School Setting: Altering a Student&apos;s Perception
Author: Mabeus, Danielle
Date: 2016-00-00
Type: Journal Articles
Subjects: Middle School Students,School Counseling,Counseling Services,Counseling Techniques,Counseling Theories,Psychotherapy,Case Studies,Behavior Change,Student Behavior,Caseworker Approach,Outcomes of Treatment

Reality Therapy is a form of brief therapy that is applicable in the school setting and is derived from William Glasser's Choice Theory (Banks, 2009). The basic premise of Choice Theory is that individuals are the masters of their own choices and they alone are responsible for their choices and behaviors. Choice theory states that each person is born with five basic needs: love/belonging, fun, power/ control, survival and freedom (Glasser, 1999). Reality Therapy can be especially useful in the middle school setting due to the unique development that exists during adolescence. Adolescence marks a time period of the second largest significant change in brain development for humans (Roaten &amp; Roaten, 2012). Responsive services, such as individual counseling, are an effective way to target and work with individual students to address specific needs (Mason &amp; Duba, 2009). Reality Therapy has been identified as an approach that works at school with adolescents.
Using Solution-Focused Brief Counseling in the Elementary School: A Case Study
Author: Gatlin, Tonia
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary Schools,School Counseling,Counseling Techniques,Counseling Theories,Counseling Services,Caseworker Approach,Case Studies

This paper reflects the author's views on using a solution-focused approach at the elementary school level. A solution-focused approach emphasizes problem solving and highlights the strengths and positives of students. A solution-focused approach is also recognized for creating solutions for clients or students in a limited amount of time. Some key components of the solution-focused approach beneficial to elementary school students are goal setting, the miracle question, scaling, cheerleading, and the message. This paper will examine how each of these components were used in a case study of a fifth grade student.
Increasing Adolescent Self-Esteem: Group Strategies to Address Wellness and Process
Author: Mills, Bethany
Date: 2016-00-00
Type: Journal Articles
Subjects: Wellness,Adolescents,Self Esteem,School Counseling,Group Counseling,Counseling Techniques,Self Concept,Friendship,Identification (Psychology),Creativity,Emotional Response,Coping,Stress Management,Exercise,Nutrition,Humor,Health Promotion

The authors present a therapeutic resource for school counselors who need a tangible method to integrate self-esteem strategies into their psychoeducational group programs. The focus of the group is a comprehensive wellness model based on five senses of self and how each self must be addressed to promote healthy life decisions. Special attention is devoted to providing self-esteem information that relies less on teaching concepts and more on integrating process work into the group.
Personal Theory of Brief Counseling in a High School Setting
Author: Santana, Monique M.
Date: 2016-00-00
Type: Journal Articles
Subjects: High Schools,School Counselors,Psychotherapy,Counseling Theories,Counseling Services,Counseling Techniques,Counseling Psychology,Beliefs,Caseworker Approach,School Counseling,Case Studies

Because school counselors are limited in the time they have to accomplish all the tasks for which they are accountable, they must find ways to provide direct individual services to students effectively and efficiently. For this reason, high school counselors should have a brief theory of counseling and subsequent techniques to utilize in a school setting. The author presents a personal theory of brief counseling, reminiscent of William Glasser's choice theory, integrated with her own personal understanding of effective counseling with adolescents and Abraham Maslow's &quot;Hierarchy of Needs.&quot; The theory is structured by five basic beliefs that address the wellness and prevention aspects of school counseling. This article uses a case study to describe the five basic beliefs and their goal.
Sociomaterial Movement Learning in Evangelical Student Activism: A Case Study in Environmental Education
Author: Steiner, Sherrie
Date: 2016-00-00
Type: Journal Articles
Subjects: Activism,Case Studies,Environmental Education,Climate,Social Action,Social Change,Energy,Energy Conservation,Sustainable Development,Citizen Participation,Environmental Influences,Ethnography

What began as a professor's classroom illustration to encourage students to take climate change seriously sparked a student movement that transformed Eastern University into a leader in environmental stewardship and social responsibility. How did this happen at an evangelical university in a conservative coal state that, at the time, was producing 1% of the world's climate change gases? Using the method of autoethnography, the author provides an explanation that involves political opportunity structures (recent legal changes now allowed consumers to purchase clean energy from the electrical grid), the influence of ideas (the professor had published a theory about the transformative influence of environmental education--students challenged her to operationalize the theories), intentional strategizing (by students who implemented best practices from other universities), student government (who conducted meetings across campus before holding a senate vote) and political struggle between university administrators and students that was only resolved after the student body president obtained media coverage by &quot;The Philadelphia Inquirer.&quot; What really lit a fire under the student body, however, went beyond theory frames, politics, legal changes, social movement strategies, student government or individual charisma. Some might call it serendipity. By 2003, 37% of Eastern University's electricity came from wind energy. Within two years, Eastern University had 100% of the electricity for the main campus generated by wind energy. In 2004, they added a 56 kilowatt solar system to the roof of the Eagle Learning Center. On February 2, 2012, Eastern University made a seven-year commitment to 100% clean energy for the main campus. This is the story of the transformative and enduring influence of environmental education at Eastern University and the sociomaterial learning that influenced collective identity formation and student activism.
The Acquisition of Scientific Knowledge via Critical Thinking: A Philosophical Approach to Science Education
Author: Talavera, Isidoro
Date: 2016-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Critical Thinking,Philosophy,Science Education,Science Process Skills,Scientific Principles,Epistemology,Logical Thinking,Scientific Concepts,Misconceptions,Correlation,Causal Models,Scientific Methodology,Ethics

There is a gap between the facts learned in a science course and the higher-cognitive skills of analysis and evaluation necessary for students to secure scientific knowledge and scientific habits of mind. Teaching science is not just about how we do science (i.e., focusing on just &quot;accumulating undigested facts and scientific definitions and procedures&quot;), but &quot;why&quot; (i.e., focusing on helping students learn to &quot;think scientifically&quot;). So although select subject matter is important, the largest single contributor to understanding the nature and practice of science is not the factual content of the scientific discipline, but rather the ability of students to think, reason, and communicate critically about that content. This is achieved by a science education that helps students directly by encouraging them to analyze and evaluate all kinds of phenomena, scientific, pseudoscientific, and other. Accordingly, the focus of this treatise is on critical thinking as it may be applied to scientific claims to introduce the major themes, processes, and methods common to all scientific disciplines so that the student may develop an understanding about the nature and practice of science and develop an appreciation for the process by which we gain scientific knowledge. Furthermore, this philosophical approach to science education highlights the acquisition of scientific knowledge via critical thinking to foment a skeptical attitude in our students so that they do not relinquish their mental capacity to engage the world critically and ethically as informed and responsibly involved citizens.
Social Justice Activism: Feminism and Strategies for Action
Author: Fernflores, Rachel
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Justice,Activism,Feminism,Social Action,Higher Education,Change Strategies,Emotional Intelligence

Success in social justice activism often hinges on judging when to employ the most effective strategy for action. Strategies for action include militancy, peaceful protest, and sometimes, engaging in a longer term program of &quot;marginal gains.&quot; The militant feminism of many 19th century suffragettes, such as Emmeline Pankhurst, is a good example of the successful use of militancy. Ghandi and Martin Luther King Jr. are clear instantiations of successfully leading peaceful protests to bring about reforms. While militancy and peaceful protest are arguably well-known and well-defined, a developed concept of a marginal gain strategy in the context of social justice activism is not. In this article, the author argues that since the 1990s, feminists in higher education and more broadly have largely taken a marginal gains approach to improving the circumstances in which women and girls work and learn. In addition, there have been developments in feminist activism and scholarship that have resulted in marginal decay, thereby setting the movement back. Finally, regardless of the strategy an activist employs, an additional component that is critical to activist success is emotional intelligence. The expression of emotions such as anger, care, and feelings of self-righteousness can all be appropriate and help to achieve success for an activist. However, they do so only when one knows when to be measured, when to be vulnerable, and when to be strident. The author argues that by making explicit to habitual emotional responses to, and expressions of, anger can be part of making an intentional change that can aggregate, with other comparable marginal changes related to emotional intelligence, to bring about significant results. In sum, the author argues that there are two main things feminism today could benefit from: an intentional focus on a marginal gains approach and a greater emphasis on emotional intelligence.
Women, Education and the Material Body Politic in Mary Wollstonecraft&apos;s &quot;Vindications&quot;
Author: Bernath, Elizabeth
Date: 2016-00-00
Type: Journal Articles
Subjects: Authors,Females,Education,Feminism,Civil Rights,Philosophy,United States History,Womens Education,Well Being,Books

This paper discusses Mary Wollstonecraft's &quot;A Vindication of the Rights of Woman: With Strictures on Political and Moral Subjects&quot; and &quot;A Vindication of the Rights of Men&quot; as books of philosophy about rational materialism. Based on an analysis of Lockean thought, as applied to the possibility of women's development of reason, Wollstonecraft suggests a new way to develop thought via materialism. She suggests that the mind is formed by experience and education, for women as well as for men. In the discourse of rights of the 1790s, discussions of knowledge were at the centre of debates about humanity. Wollstonecraft joined the arguments about expanding rights with a unique, feminist perspective. While the achievements of political representation remained a long way off, Wollstonecraft encouraged women's expanded role in the economy as productive workers in learned fields such as medicine, political philosophy, and scientific research. Wollstonecraft theorized that the education of women's rationalities and passions would develop the whole state body. She promoted a material &quot;experimental science,&quot; as part of a process of improving the mind more generally. Practical, applied education would provide the model and means for a more productive state. &quot;Reading, writing, arithmetic, natural history, and some simple experiments in natural philosophy,&quot; as well as &quot;gymnastic plays in the open air&quot; were the activities Wollstonecraft recommended. With such opportunity, women might work productively to contribute to their own wellbeing and to the prosperity of the nation. Merging rationality and economic productivity, Wollstonecraft envisioned a more economically powerful state where the workforce would be increased, almost by double, if women might become self-sufficient after education.