ethanporcaro/eric-fulltext-meta huggingface dataset:
Peer Acceptance in Early Childhood: Links to Socio-Economic Status and Social Competence
Author: Shehu, Blerta Perolli
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Acceptance,Peer Relationship,Interaction,Child Development,Young Children,Socioeconomic Influences,Social Influences,Communication Skills,Socialization,Foreign Countries,Preschool Education,Daily Living Skills,Psychomotor Skills,Parents,Employment Level,Educational Attainment,Parent Background,Interpersonal Competence

Social relationships and peer interactions play an important role in the healthy development of the child, and opportunities for socialization in early childhood present a good opportunity for children to gain the necessary experience and maturity for development of healthy relationships in the future. This study looks at factors associated with, and predictive of, peer acceptance and rejection in early childhood. Participants of the study are 130 children, their parents and teachers. Sociometric techniques, socio-demographic questionnaire and the Vineland scale for adaptive behavior were used to collect the data. Results indicate that socio-economic factors influence children's social standing in the group, and higher scores in social and communication skills are positively correlated with peer acceptance. There was also a high correlation between child's peer acceptance and their level of socialization (r(50) = 0.640, p = 0.00) and between child's peer acceptance and their level of development in the field of communication (r(50) = 0.626, p = 0.00). Although slightly lower than the above-mentioned correlations, a positive correlation exists between child's peer acceptance and socio-economic status of the family with a correlation of r(50) = 0.406, p = 0.00. The results of this study have been able to establish that all factors that are assumed to correlate with peer acceptance in early childhood are determinants of a particular importance. Moreover, the results of the regression indicate that the model explained 54.9% of the variance and that the independent variables were a significant predictor of peer acceptance.
Service-Learning in Courses of Psychology: An Experience at the University of Turin
Author: Maran, Daniela Acquadro
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Psychology,Foreign Countries,Student Experience,Curriculum Implementation,Voluntary Agencies,School Community Relationship,Community Needs,Masters Programs

Interest in the implementation of service-learning (SL) in university courses in psychology has risen in recent years. SL allows the students not only to read and talk about social problems, but also to act upon them and thus to learn from practice as well. The aim of this work is to present the service-learning experienced in psychology courses at the University of Turin, Italy. The experiences--named &quot;The Volunteer's Helpdesk&quot; and &quot;Service Learning: Urban Area Analysis and Proposals for Action&quot;--were analyzed following the Comprehensive Action Plan for Service Learning (CAPSL) model proposed by Bringle and Hatcher (1996) for implementing SL in higher education. The work presented is intended to contribute to laying the foundation for a broader reflection on how to implement SL in university courses in psychology.
Specifics of Measuring Social and Personal Responsibility of University Students after Completion of a Service-Learning Course in Slovak Conditions
Author: Gregorová, Alžbeta Brozmanová
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Responsibility,Service Learning,Foreign Countries,Instructional Effectiveness,Institutional Mission,Student Development,Consciousness Raising,Self Efficacy,Helping Relationship,Community Needs,College Role,College Students

This study at a university in Slovakia asked two questions: (1) Does completion of a service-learning course lead to changes in students' social and personal responsibility and their attitudes toward community service? (2) Are personal and social responsibility and attitudes toward community service correlated? Service-learning and the third mission of the university are almost unknown in Slovak higher education, and likewise no relevant test instruments adapted to Slovak conditions currently exist. Consequently, we adopted a scale from abroad--Conrad and Hedin's (1981) Social and Personal Responsibility Scale (SPRS). We also used qualitative research methods. Compared to a control group, the service-learning students had statistically significant higher posttest scores in the Social Welfare, Duty, Performance of Responsible Acts, and Global Responsibility subscales. The research results revealed a need for new measuring tools that are sensitive to the specific context of service-learning implementation in Slovakia.
&quot;I Can&apos;t Help Them Enough&quot; -- Secondary School Counselors Preparing Latinx Students for College
Author: Rutter, Amanda
Date: 2020-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Hispanic American Students,Secondary Schools,Secondary School Students,Social Capital,College Readiness,Barriers,Access to Education,Equal Education,First Generation College Students,College Attendance,Limited English Speaking,Rural Schools,Parent Participation,Cultural Influences,Information Dissemination

Little is known about the experiences of school counselors in their role of disseminating college information to Latinx students. In this study, ten school counselors provided qualitative data which was then analyzed by the researchers for major themes. Themes highlighted the critical role of social capital: school counselors serve an overwhelming number of students, parental involvement is key, early intervention is crucial, parents and students have misperceptions about college, finances appear to be the largest road block to college access, and fear of leaving home function as a barrier for Latinx students. Findings revealed that school counselors in the study faced challenges of addressing inequality in college access, especially for Latinx first-generation students.
Health Information Seeking Behavior and Perceived Source Trustworthiness in Public Health Students: A Pilot Study for Improving the Curriculum
Author: Hancher-Rauch, Heidi L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Seeking,College Students,Health,Student Behavior,Information Sources,Information Literacy,Allied Health Personnel,Web Sites,Social Media,Public Health,Majors (Students)

Purpose: The Internet is a key resource for college students seeking health information, but it is unclear how well students are trained to evaluate the quality of information accessed. This pilot study sought to determine the sources and critical appraisal of health information accessed by public health students enrolled in a midwestern university to assess and potentially revise the health information seeking skills training of students in the program. Methods: Researchers used five questions from an online 21-item questionnaire that included demographics, novel questions regarding personal sources of health information, and evaluations of the perceived trustworthiness of information from those sources. Students in the public health education program at a mid-sized, private, midwestern university were asked to complete the online questionnaire assessing their health information seeking behavior and appraisal of the information sources. Results: A total of 46 public health students provided a final response to the questionnaire. Results highlighted that perceived beliefs regarding trustworthiness of health information sources were highest for medical providers (76%) and evidence-based websites (71%), but least for social media (65%). However, those who used social media for health information also found it to be trustworthy. Conclusions: Overall, it seemed students were capable of identifying valid health information sources, but some program revisions are recommended to better develop health literacy skills in students. Recommendations: It is recommended that programs of public health/health education consider a self-assessment of this type within their own programs. Identifying where students access health information and how they determine its validity allows programs to tailor educational experiences to best fit the needs of students.
International College Options: An Influential Professional Development Program for School Counselors
Author: Gilfillan, Beth H.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Choice,School Counselors,Counselor Role,Counselor Training,Program Effectiveness,College Readiness,Professional Development,International Programs,Knowledge Level,Foreign Countries

As more students in the US explore college options outside of the country, school counselors need more training to support this exploration and process. International College Options began in 2013 to address this need by providing professional development opportunities for school counselors. This quantitative study examined the program's influence on school counselors' work in the college process; results show that participating school counselors found the program helpful to their work with students. Implications for practice and future research are included.
Emerging Leadership: Mental Health Counseling Competencies for School Counselor Trainees
Author: Holstun, Vasti P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mental Health,Counselor Training,Trainees,School Counselors,Accreditation (Institutions),Graduate Students,Public Colleges,Program Content,Counselor Qualifications,Specialization,Minimum Competencies,Professional Identity,Minimum Competency Testing,Group Counseling,Helping Relationship,Individual Counseling,Crisis Intervention,Family Problems,Counselor Role,Health Needs

School counselors' training and clinical competencies for providing mental health counseling continues to be a point of debate regarding professional roles and identities. This study focuses on the eight counseling core competencies as defined by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The research study compares the theoretical counseling competencies of school counselor graduates to clinical mental health counselor graduates as measured by the results of the Counselor Preparation Comprehensive Examination (CPCE). The data were retrieved from an archival database that included scores collected over 13 years. Participants include graduate students (N = 682) from a CACREP accredited counselor education program at one public university. A multivariate analysis of variance (MANOVA) was conducted to examine the significant differences between CPCE total scores and subscales based on program specialty (school counseling versus clinical mental health counseling). Results demonstrated significant differences between the group means for two of the subscales (Helping Relationships and Group Work), with students in clinical mental health counseling scoring higher than students in school counseling.
Supporting Young Children&apos;s Executive Function Skills through Mindfulness: Implications for School Counselors
Author: Lux, Christine J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Executive Function,Preschool Children,Emotional Response,Child Behavior,Self Control,School Counselors,Metacognition,Intervention,School Counseling,Family Role,Social Development,Emotional Development,Preschool Education

Shifting federal educational priorities and increased funding for pre-K means that more school counselors are interacting with and supporting children before kindergarten age in public school settings. One potential area of focus for school counseling with young students is executive function (EF), including emotional and behavioral regulation, noted in the research literature as essential skills that contribute to later school success. This position paper outlines the importance of EF and implications for school counselors, including using mindfulness as an intervention strategy to enhance young learners' EF in individual and group contexts as part of a school counseling program.
Language Policy and Youth Development: International Background and Russian Multinational Practice
Author: Stepanova, Valentina V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Legislation,Language Planning,Policy Formation,Russian,Language Minorities,Alphabets,Slavic Languages,Educational Legislation,Language of Instruction

The issues of language policy and rights of younger generation are especially topical in the view of the 20-21th century international legislation concerning linguistic and ethnic diversity of a multinational state. The research aims to outline key stages of language policy development through federal and regional laws in Russia, to reveal contradictions between federal and local national laws on language, to look at positive experience and legal collisions entailing social disturbances in the country that communicates in 277 languages and dialects. The methodology integrates theoretical and analytical processing realized in search, investigation and analysis of the material, historical approach allowing to follow the development of cultural and language strategy, comparative and contrastive analysis contributing to identifying discrepancies between federal and national laws and case study techniques contributing to illustrate the challenges the state faces in this social sphere. The materials include core international legislation and major legal sources of the Russian Federation and its entities, academic review of publications on language policy in Russia, including linguistic, political, socio-cultural and legal, and attracts various factual, mass media and internet sources. The findings reveal pitfalls in designing and enforcing the state strategy on culture, language and education in the Russian Federation. The study shows that language and culture issues envisaged in laws of different levels and contradictions between them entail social and political collisions and are subject to further development and regulation. The critical situation with a number of national languages needs attention and regulation by the state, however the balance and harmony of language variety in a multinational country can only be reached through legal consolidation of the status of official languages with the Russian language as the bond of multicultural diversity.
A Primer on Designing a School Counseling Curriculum
Author: Nelson, Mark D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Curriculum Design,School Counseling,Counselor Training,Curriculum Development,School Counselors,Standards

One of the main contributions of school counselors is the development and designing of school counseling curriculum. Professional standards for the school counseling profession have been created to assist school counselors in the design process. The purpose of this article is to provide school counselors with a primer on designing school counseling curriculum. This article will provide a brief review of literature associated with designing school counseling curriculum and an overview of school counseling curriculum frameworks. Additionally, the article will provide clarification to terms associated with curriculum development, such as domains, standards, and competencies as well as options for school counselors to organize and deliver curriculum. Lastly, this article will provide specific tools and examples to assist school counselors in the development and design of school counseling curriculum. Specific examples and tools include: planning a school counseling curriculum; examples of domains, standards, and competencies using the terms outlined with the article; examples for developing assets; a tool to assist school counselors in organizing theme development and classroom activities; and lastly a classroom activity template.
Current Administrative Perceptions of School Counselors: Kansas Administrators&apos; Perceptions of School Counselor Duties
Author: Lane, Jessica J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,School Counselors,Counselor Role,Elementary Schools,Secondary Schools,Principals,Role Perception,Management Development,Advocacy

This study examined Kansas administrators regarding their current perceptions of the role of school counselors. The study involved over 500 building administrators from elementary, middle, and high schools across rural, suburban, and urban districts in Kansas. The findings indicate that there is a clear opportunity to educate administrators on the role of professional school counselors and the standards of the profession for which counselors are accountable.
Implementing Evidence-Based Practices within Multi-Tiered Systems of Support to Promote Inclusive Secondary Classroom Settings
Author: Mahoney, Michael
Date: 2020-01-00
Type: Journal Articles
Subjects: Evidence Based Practice,Inclusion,Secondary Education,Regular and Special Education Relationship,Teacher Competencies,Coaching (Performance),High School Teachers,Faculty Development,Students with Disabilities,Teaching Methods,Student Needs,Positive Behavior Supports,Response to Intervention,Feedback (Response),Teacher Role,Special Education Teachers

Research suggests that evidence-based practices (EBPs) implemented in secondary school settings will support the academic achievement of students with specific learning needs (Scruggs, Mastropieri, Berkeley, &amp; Graetz, 2010). In order to effectively promote the use of EBPs in general education classroom settings, secondary schools are currently adopting multitiered systems of supports (MTSS) such as Positive Behavioral Interventions and Supports and Response to Intervention models (Fuchs &amp; Fuchs, 2006; Sugai &amp; Horner, 2006). However, secondary teachers' may have limited knowledge of EBPs and adequate training in the implementation of EBPs in general education classroom settings (Kutash, Duchnowski, &amp; Lynn, 2009; Stormont, Reinke, &amp; Herman, 2011). The purpose of this article is to describe the process of implementing EBPs within secondary MTSS models of inclusion.
An Examination of the Current Status of Paraprofessionals through Their Lens: Role, Training, and Supervision
Author: Zobell, Erin
Date: 2020-01-00
Type: Journal Articles
Subjects: Paraprofessional School Personnel,Staff Role,Training,Special Education,Supervision,Attitudes,Barriers,Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities,Self Efficacy,Staff Development,Cooperation,Elementary Secondary Education

Revisions of the Individuals with Disabilities Education Act (IDEA) of 1997 allowed for districts to hire teachers' aides to assist in the educational process. These teachers' aides, known as paraprofessionals or paraeducators, have increased in number since 1997 and now play an important role in helping students with disabilities. The purpose of the current study is to diagnose the current situation of paraprofessionals in special education within the four key aspects of appropriate role, inappropriate role, training, and supervision. A total of 47 paraprofessionals participated in the survey. Using the paraprofessionals' perspectives on what the challenges and demanding areas were, we aim to establish a basis for providing teachers and school administrators guidelines to better support paraprofessionals who work with students with disabilities. Future research and limitations are discussed.
Pre-Service Teacher Implementation of Strategy Instruction: Effects on the Comprehension of Middle School Students
Author: Chandler, Brennan
Date: 2020-01-00
Type: Journal Articles
Subjects: Middle School Students,Preservice Teachers,Reading Strategies,Teaching Methods,Teacher Competencies,Reading Difficulties,Self Management,Program Effectiveness,Fidelity,Program Implementation,Reading Comprehension,Recall (Psychology)

Recent legislation related to dyslexia has increased the focus on how reading is being taught in schools and how teachers are prepared to teach reading at the pre-service level. One promising teaching approach to supporting students with reading difficulties is the self-regulated strategy development (SRSD) model. However, there is limited research regarding whether the model can be implemented by pre-service teachers while still remaining effective. This study investigated the effects and fidelity of implementation of pre-service teacher implemented SRSD on the reading comprehension of middle school students identified as struggling in reading. A multiple baseline design across participants was used. Two undergraduate, pre-service teachers provided instruction. Participants were seven middle school students that demonstrated reading comprehension deficits. All instruction was provided in pairs or small groups. Results indicate that pre-service teachers can adhere to SRSD components and have a positive effect on students' reading comprehension when implementing SRSD. Ideas for future research and implications are discussed.
Teacher Knowledge of Attention-Deficit/Hyperactivity Disorder and Classroom Management
Author: Bolinger, Sarah J.
Date: 2020-01-00
Type: Journal Articles
Subjects: Knowledge Base for Teaching,Attention Deficit Hyperactivity Disorder,Classroom Techniques,Special Education Teachers,General Education,Knowledge Level,Correlation,Elementary School Teachers

There is limited research on teacher knowledge of Attention Deficit Hyperactivity Disorder (ADHD) and classroom management; however, research suggests that teacher knowledge of ADHD influences teaching behaviors. This study investigates general education teachers' and special education teachers' knowledge of ADHD and the interaction with classroom management. In this study, 17 teachers responded to surveys about knowledge of ADHD and classroom management. Teachers scored an average of 61% on the knowledge of ADHD questionnaire. Contrary to the hypothesis, teacher knowledge of ADHD was not significantly related to classroom management. The relationship between knowledge of ADHD and classroom management needs further examination to determine if the two constructs are significantly related.
Hope for the Hurting: Strategies for School Counselors Working with Heartbroken Students
Author: Dameron, Merry Leigh
Date: 2020-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Mental Health,Coping,Trauma,Intimacy,Interpersonal Relationship,Counseling Techniques,Grief,Adolescents,Crisis Management,Consultants,Cooperation,Referral,Depression (Psychology),Middle School Students,High School Students

The dissolution of adolescent romantic relationships can lead to a host of detrimental mental health, academic, and social issues for students. The purpose of this article is to discuss specific ways in which school counselors, using direct and indirect services can support students experiencing the trauma of a severed relationship. The article also emphasizes the importance of partnerships between school counselors, students, parents, teachers, and community practitioners. Two case studies are provided with specific recommendations for how school counselors can assist heartbroken students.