ethanporcaro/eric-fulltext-meta huggingface dataset:
School Counselor Competency and Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Youth
Author: Byrd, Rebekah
Date: 2012-00-00
Type: Journal Articles
Subjects: Sexual Identity,Homosexuality,School Counselors,School Counseling,Counselor Training,Competence,Social Bias,Counseling Techniques,Educational Environment,Intervention,Counselor Attitudes,Self Concept,Consciousness Raising,Adolescent Development,Language Usage,Bullying

Much research has been dedicated to the difficulties LGBTQ individuals face. Further, school counselors have been challenged to assist LGBTQ individuals in the school setting. Being aware of the specific issues and being educated about specific ways to assist these individuals enable school counselors to be more effective clinicians (DePaul, Walsh, & Dam, 2009). This article will address three components of counselor preparation and affirmative school counseling interventions: counselor self-awareness, LGBTQ sexual identity development, and LGBTQ-affirmative school climate. For each component, an activity is presented to assist professional school counselors become more LGBTQ-affirmative.
A National Survey of School Counselor Supervision Practices: Administrative, Clinical, Peer, and Technology Mediated Supervision
Author: Perera-Diltz, Dilani M.
Date: 2012-00-00
Type: Journal Articles
Subjects: National Surveys,School Counselors,School Counseling,Supervision,Supervisory Methods,Counselor Attitudes,Educational Practices,Technology Uses in Education,Incidence,Occupational Surveys,Professional Development,Inservice Education,Supervisor Qualifications,Mail Surveys

Supervision is vital for personal and professional development of counselors. Practicing school counselors (n = 1557) across the nation were surveyed to explore current supervision practices. Results indicated that 41.1% of school counselors provide supervision. Although 89% receive some type of supervision, only 10.3% of school counselors receive weekly supervision from another school counselor. Most school counselors receive supervision from principals (62.8%). Approximately 32% engage in supervision with other mental health professionals. Only 5.1% of school counselors engage in technology-mediated supervision. Implications, limitations, and future directions for research are provided. (Contains 1 table.)
Developing School Counseling Students' Social Justice Orientation through Service Learning
Author: Ockerman, Melissa S.
Date: 2012-00-00
Type: Journal Articles
Subjects: School Counselors,Service Learning,Counselor Training,Educational Quality,Counselor Role,Social Justice,Advocacy,Practicums,Assignments

Counselor educators must examine the quality and intentionality of coursework and field experiences offered to their students as the role of school counselors continues to transform. The emphasis in the field on school counselors as social justice agents and advocates should be reflected in school counselor training programs. The authors present a two-course sequence using pre-practicum service learning as a valuable program component for assisting school counseling students to develop a social justice orientation.
Factors Influencing School Counselors' Perceived Effectiveness
Author: Moyer, Michael Shufelt
Date: 2012-00-00
Type: Journal Articles
Subjects: Counseling Effectiveness,Performance Factors,School Counselors,School Counseling,Teaching Experience,Credentials,Standards,Predictor Variables,Counselor Training,Professional Identity,Mail Surveys,Counselor Attitudes

School counselor credentialing requirements have been a continuous topic of discussion for counselor educators and credentialing bodies. Recent discussions include whether or not prior teaching experience is needed to be an effective counselor. The authors surveyed over 300 school counselors from states with varied credentialing standards and asked them to respond to questions regarding perceived counseling effectiveness, collective self-esteem, and previous teaching and school counseling experience. The results indicate the most significant predictors of school counselor perceived effectiveness are their experience in school counseling and their collective self-esteem with the school counseling profession. Implications for school counselor education are discussed. (Contains 4 tables.)
Professional School Counselors' Role in Partnering with Military Families during the Stages of Deployment
Author: Cole, Rebekah F.
Date: 2012-00-00
Type: Journal Articles
Subjects: School Counselors,Military Personnel,Counselor Role,Academic Achievement,Emotional Adjustment,Social Adjustment,Mental Health,Community Resources,Social Support Groups,Military Service,Family School Relationship

In order to help each student to be successful in school, as outlined in the ASCA National Model, professional school counselors are called to partner with military families in order to work for their children's social, emotional, and academic success during deployments. Possible school-family partnerships that may occur before, during, and after deployments are explored. In addition, the roles of the professional school counselor in these partnerships, which include facilitating educational and emotional preparation, providing emotional support for both children and family members, identifying mental health concerns, and connecting families with needed resources in the community, are discussed.
Elementary School Counselors' Motivation to Support Student Academic Achievement through Identified Standards
Author: Barna, Jennifer S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,School Counselors,Elementary Schools,Motivation,Pupil Personnel Services,Counselor Attitudes,Program Implementation,Academic Support Services,Standards,Counseling Effectiveness,Counseling Objectives,Counseling Services,Counseling Techniques,School Counseling,Social Development,Needs Assessment,Questionnaires,Educational Strategies,Achievement Need

The researchers explored the relationship between elementary school counselors' motivational orientation, perceptions of importance and levels of implementation of Academic and Personal/Social Standards as a strategy for supporting academic achievement. Responses from 212 elementary school counselors confirm both types of Standards as being highly important for and highly implemented in their programs. Utilizing Self-Determination Theory (SDT; Deci & Ryan, 1985) as a theoretical framework, it was found participants' motivation could best be characterized as "identified regulation" for incorporating personal and social development as a strategy to support academic achievement. (Contains 3 tables.)
Adding to the Toolbox: Using Creative Interventions with High School Students
Author: Bruneau, Laura
Date: 2012-00-00
Type: Journal Articles
Subjects: High School Students,School Counselors,School Counseling,Group Counseling,Counselor Role,Creativity,Intervention,Counseling Techniques,Counseling Effectiveness,Art,Music,Play,Information Technology,Writing (Composition),Reading

This article provides a comprehensive overview of creative interventions used with adolescents in the secondary school setting. School counselors who incorporate creative interventions along with traditional counseling methods will increase their effectiveness with high school students. Creative interventions that can be delivered through classroom guidance and/or individual and group counseling will be discussed, including the use of art, props, reading, writing, music, play, and sandtray. Specific examples of ways to utilize each intervention are also provided to assist school counselors with implementation of these methods.
Conceptualizing Gifted Adolescent Girls Using the Bicultural Skills Model: Implications for School Counselors
Author: Pepperell, Jennifer L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Gifted,Females,School Counselors,School Counseling,Biculturalism,Identification,World Views,Adolescents,Counseling Techniques,Peer Relationship,Academic Achievement

In counseling research and practice gifted girls often lack identification as a cultural group with unique features. Yet, girls in this population have specific and distinct struggles, worldviews, and ways of navigating social and academic groups. The purpose of this conceptualization article is to apply the bicultural skills model to adolescent gifted girls and to discuss the subsequent implications for school counseling practice.
Elementary School Counselors' Perceptions of Reality Play Counseling in Students' Relationship Building and Problem-Solving Skills
Author: Davis, Eric S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Grounded Theory,Problem Solving,Elementary School Students,School Counselors,Qualitative Research,Counseling Techniques,Counselor Attitudes,Peer Relationship,Interviews

In this qualitative study, eight school counselors participated in a series of reality play counseling trainings introducing techniques appropriate for counseling upper-grade elementary school students to enhance positive relationship building and problem solving skills. Participants were interviewed and their transcripts were analyzed using grounded theory methods which yielded four core categories: positive aspects of implementation, perceptions of the effectiveness of relationship building, perceptions of the effectiveness of developing problem solving skills, and concerns regarding implementation. (Contains 2 tables.)
School Dropout Indicators, Trends, and Interventions for School Counselors
Author: Dockery, Donna J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Dropouts,School Counselors,Academic Achievement,Risk,Trend Analysis,Intervention,Program Development,Identification,At Risk Persons,Educational Strategies,Dropout Prevention,Interpersonal Competence,Skill Development,Leadership,Systems Approach,Data Analysis

School counselors are expected to develop programs that promote academic success for all students, including those at risk for dropping out of school. Knowledge of key indicators of potential dropouts and current trends in dropout prevention research may assist school counselors in better understanding this complex issue. Implementing recommended intervention strategies including longitudinal tracking systems to more clearly identify students who may later drop out of school, targeted programs for use with individual and groups of students at risk of dropping out, and offering school-wide strategies may help school counselors better meet the needs of potential dropouts.
Supporting Siblings of Children with Disabilities in the School Setting: Implications and Considerations for School Counselors
Author: Hannon, Michael D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Siblings,School Counselors,Student Needs,School Counseling,Competence,Sibling Relationship,Family Environment,At Risk Students,Family Relationship,Interpersonal Relationship,Parent Child Relationship,Educational Environment,Intervention,Group Counseling

This conceptual manuscript argues the utility of school counselors developing knowledge of and competencies to respond to the socio-emotional needs of the siblings of children with disabilities. The discussion informs readers of the range and diversity within this population, shares how the ecological contexts shape their experience and identity, and details how school counselors can leverage their skills to meet needs that emerge for this population as a result of their unique experiences.
Integrating RTI with School Counseling Programs: Being a Proactive Professional School Counselor
Author: Ockerman, Melissa S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Response to Intervention,School Counseling,Counseling Services,Program Implementation,Counselor Role,Comprehensive Guidance,Developmental Programs,Integrated Services,Program Descriptions,Program Design,Best Practices,Accessibility (for Disabled),Special Education

With the implementation of Response to Intervention (RTI) across many states, the school counseling profession must be proactive in establishing its critical role in this process. This article outlines the three essential and shared components between RTI and comprehensive, developmental school counseling programs. Each of these integral and overlapping constructs are discussed and linked to practical applications, implications, and recommendations for professional school counselors' future practice and research. (Contains 1 table and 1 figure.)
A Faculty Learning Community's Reflection on Implementing Service-Learning Goals
Author: Becket, Diana
Date: 2012-02-00
Type: Journal Articles
Subjects: Service Learning,Reflection,Program Implementation,English Curriculum,English Instruction,Change Strategies,Educational Strategies,Experiential Learning,Extracurricular Activities,Community Involvement,Institutional Characteristics,Educational Objectives,Behavioral Objectives,Demography,Curriculum Design,Performance Factors,Communities of Practice,College Faculty

Implementing service-learning is challenging in light of issues such as changes in student demographics and pressure from existing curricula goals. However, closer community engagement is increasingly important in the long-term goals of our universities. Members of a faculty learning community at an open-access college reflect on the process of implementing the official university definition of service-learning in their English program. The implications of using service-learning as a teaching tool are critically discussed.
iLearning: The Future of Higher Education? Student Perceptions on Learning with Mobile Tablets
Author: Rossing, Jonathan P.
Date: 2012-06-00
Type: Journal Articles
Subjects: Handheld Devices,Educational Technology,Campuses,Internet,Electronic Learning,Information Technology,Futures (of Society),Educational Trends,Interdisciplinary Approach,Technology Integration,Student Attitudes

The growing use of mobile technology on college campuses suggests the future of the classroom, including learning activities, research, and even student faculty communications, will rely heavily on mobile technology. Since Fall 2010, an interdisciplinary team of faculty from Indiana University--Purdue University Indianapolis (IUPUI) has experimented with the use of iPads in the classroom. This paper includes the preliminary results of a study on student impressions of mobile technology in the classroom. The paper will report both opportunities and limitations for incorporating mobile technologies in learning environments. (Contains 1 figure, 4 footnotes and 7 tables.)
APA, Meet Google: Graduate Students' Approaches to Learning Citation Style
Author: Van Note Chism, Nancy
Date: 2012-06-00
Type: Journal Articles
Subjects: Graduate Students,Citation Indexes,Citation Analysis,Learning Processes,Cognitive Style,Layout (Publications),Interviews,Observation,Protocol Analysis,Writing Strategies,Performance Factors,Standards

Inspired by Perkins' Theories of Difficulty concept, this exploratory study examined the learning patterns of graduate students as they grappled with using the style sheet of the American Psychological Association (APA). The researchers employed task performance analysis of three APA formatting tasks, interviews, and observation during a "think aloud" task to gather information on students' misconceptions and successes. The study was able to document in detail how a group of Internet-savvy students approach the use of a style sheet. Learning APA style was found to be a matter both of overcoming conceptual blocks and personal style preferences. Once understanding of genre and conventions that may be inconsistent with prior experience and with each other are attained, motivation, patience, persistence, and attention to detail are also needed to achieve high levels of performance. (Contains 2 tables.)
Differences in Procrastination and Motivation between Undergraduate and Graduate Students
Author: Cao, Li
Date: 2012-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Higher Education,Metacognition,Time Management,Motivation,Self Efficacy,Graduate Students,Educational Psychology,Goal Orientation,Comparative Analysis,College Students,Questionnaires,Beliefs,Likert Scales,Correlation

Procrastination became increasingly prevalent among students in recent years. However, little research was found that directly compares academic procrastination across different academic grade levels. The present study used a self-regulated learning perspective to compare procrastination types and associated motivation between undergraduate and graduate students. Sixty-six undergraduate and sixty-eight graduate students responded to a packet of questionnaires concerning their experience in an educational psychology class. The results show that students' beliefs about the usefulness of procrastination were a better predictor of academic procrastination than self-efficacy beliefs and achievement goal orientations. Student age was related to procrastination types. Among the undergraduate procrastinators, the younger students were more likely to engage in active procrastination while the older students tended to engage in passive procrastination. Implications and future research directions are discussed. (Contains 3 tables.)
The Role of Teachers at University: What Do High Achiever Students Look for?
Author: Monteiro, Silvia
Date: 2012-06-00
Type: Journal Articles
Subjects: High Achievement,Teacher Role,Educational Quality,Interviews,Engineering Education,Teacher Characteristics,Student Attitudes,Student Evaluation of Teacher Performance,Participant Satisfaction,Teacher Influence,Educational Needs,Student Needs,Foreign Countries,Affective Behavior,Emotional Experience,Motivation,Recognition (Achievement),Teaching Styles,Educational Environment

The perceptions of students about their teachers have interested the academic and scientific community, regarding the improvement of the quality of higher education. This paper presents data obtained from interviews conducted with ten high achiever engineering students and focuses on the characteristics of teachers that are highly valued by the participants. Furthermore, the influence of teachers on the development of the students was explored. The data collected describes a set of aspects from the scientific, pedagogic and emotional domains, which students identified about their teachers. Some reflections and practical implications are also presented with regard to the characteristics and pedagogical needs of high achievers. (Contains 1 table.)
Faculty Perceptions of Multicultural Teaching in a Large Urban University
Author: Bigatti, Sylvia M.
Date: 2012-06-00
Type: Journal Articles
Subjects: College Graduates,Intellectual Disciplines,Student Attitudes,College Faculty,Teacher Attitudes,Multicultural Education,Urban Universities,Qualitative Research,Statistical Analysis,Surveys,Barriers,Teaching Methods,Outcomes of Education,Instructional Materials,Academic Rank (Professional)

As college graduates face an increasingly globalized world, it is imperative to consider issues of multicultural instruction in higher education. This study presents qualitative and quantitative findings from a survey of faculty at a large, urban, midwestern university regarding perceptions of multicultural teaching. Faculty were asked how they define multicultural teaching, how they engage in multicultural teaching, what they perceive to be the benefits of multicultural teaching, and what barriers to implementing multicultural teaching they experience. Results indicate faculty members most frequently define multicultural teaching as using diverse teaching pedagogies and materials. In line with their definitions, faculty also report engaging in multicultural teaching through use of inclusive course materials. Faculty identified positive learning outcomes for all students as a primary benefit to engaging in multicultural teaching. The primary barrier reported by faculty is an anticipated resistance from students. Variations in responses based on academic discipline and rank of faculty member are discussed. (Contains 2 tables.)
Peer Partnerships in Teaching: Evaluation of a Voluntary Model of Professional Development in Tertiary Education
Author: Chester, Andrea
Date: 2012-06-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Teacher Collaboration,College Faculty,Attitude Measures,Program Effectiveness,Peer Evaluation,Feedback (Response),Team Teaching,Partnerships in Education,Teacher Attitudes,Focus Groups,Surveys,Faculty Development,Educational Improvement,Faculty Workload,Self Esteem

This paper describes work over a three-year period to develop a peer partnership approach to professional development at a dual sector university. The aim of the program, arising initially in one school and then piloted in 5 schools, was to support staff in their teaching practice. Emphasis was on the development of a sustainable model of professional development that could accommodate staff at all levels of teaching experience, including permanent and sessional staff in Higher Education and TAFE. Based on evidence from a university-wide survey of staff attitudes and feedback from initial trials, a five-stage model of voluntary, cross-disciplinary partnerships was developed. Quantitative results suggest the program had impact on pedagogy and skill development as well as enhancing collegial relationships between staff within schools. Suggestions for the future development of such programs are offered. (Contains 2 figures and 1 table.)
Co-Teaching a Dual Content-Area Methods Class: Considering Context for Evaluating Collaborative Intensity
Author: Kalchman, Mindy
Date: 2012-06-00
Type: Journal Articles
Subjects: Team Teaching,Teaching Methods,Cooperation,Early Childhood Education,Teacher Education,Epistemology,Mathematics Education,Science Education,Preservice Teachers,Science Instruction,Mathematics Instruction,Methods Courses,Scientific Methodology

Mathematics and science are often combined in early childhood education programs into a single methods course. This can lead to an integrated view of the two, thus neglecting their conceptual, procedural, and epistemological differences. To promote their foundational integrities, we, one mathematics and one science educator, collaborated on teaching an amalgamated course. Our impetus was the need to develop mutual ability to instruct the course independently. In this paper, we reflect on and discuss the context of our collaboration, from which emerged a conceptualization of co-teaching that emphasizes the importance of context for motivating and understanding its nature. (Contains 1 figure.)