ethanporcaro/eric-fulltext-meta huggingface dataset:
Authentic Leadership and Teachers&apos; Intention to Stay: The Mediating Role of Perceived Organizational Support and Psychological Capital
Author: Aria, Andrea
Date: 2019-00-00
Type: Journal Articles
Subjects: Leaders,Intention,Teacher Persistence,Teacher Leadership,High School Teachers,Foreign Countries,Hypothesis Testing,Models,Influences,Psychological Characteristics,Self Efficacy,Resilience (Psychology),Well Being,Psychological Patterns,Faculty Mobility,Organizational Climate,School Support,Teacher Attitudes

This paper aims to explore the mediation effect of psychological capital and perceived organizational support on the relationship between authentic leadership and intention to stay. The structural equation modeling technique was used to test the hypothesized model. A survey was administered to collect data targeting a sample of randomly selected teachers working at high schools in Tehran. The results suggest that authentic leadership significantly influences teachers' intention to stay, psychological capital, perceived organizational support. As predicted, both perceived organizational support and psychological capital had a significant positive direct effect on intention to stay. The effect of authentic leadership on intention to stay was found to be mediated by teachers' psychological capital and perceived organizational support. This study shows how leaders can enhance teachers' intention to stay by applying authentic leadership, engendering psychological capital and creating supportive environment.
Questionnaire Instrumentation for Strategic Vocabulary Learning in the Swedish as a Second Language Learning Context
Author: LaBontee, Richard
Date: 2019-00-00
Type: Journal Articles
Subjects: Questionnaires,Vocabulary,Vocabulary Development,Second Language Learning,Swedish,Foreign Countries,Knowledge Level,Novices,Adults,Learning Strategies,Second Language Instruction,Item Banks,College Students

This article reports on the final round of piloting for a questionnaire instrument created and designed with the intention of collecting self-report data on adult, beginner Swedish L2 learners' use of vocabulary learning strategies. The &quot;Swedish Vocabulary Learning Strategy Survey&quot; (SVLSS) version 1.2 is distributed to 182 participants studying Swedish at institutes of higher learning in Sweden. The collected data set is subject to exploratory factor analysis to explore initial interpretations of the underlying constructs of the instrument, and analyzed for content validity and internal consistency. Readability and accessibility of the instrument is also addressed. Initial findings and interpretations are used to guide the development of a preliminary VLS taxonomy for the SVLSS, as well as suggest and perform revisions that will result in the SVLSS 2.0.
Should I Stay, or Should I Go? Revisiting Student Retention Models in Distance Education
Author: Radovan, Marko
Date: 2019-00-00
Type: Journal Articles
Subjects: School Holding Power,Models,Distance Education,Electronic Learning,Dropouts,Dropout Rate,Dropout Prevention,Dropout Research,Student Attrition,Online Courses

Supporters of distance education highlight the many advantages of online learning as compared to face-toface education, such as greater openness, diversity of teaching materials, adjustment to student learning styles, the speed of learning, and more. Despite the advantages, the growing number of programs, and the increased acceptance of distance education in national strategies worldwide, distance learning providers are faced with the problem of dropouts. Studies have shown that the dropout rate in distance educational programs is higher than the dropout rate in traditional programs. Understanding of the reasons and determinants behind dropping out of an educational program is a challenging task for educators, researchers, and policymakers. In this paper, we describe the main characteristics of distance education, and analyze the models that try to describe and prevent students from dropping out of these programs. Our analysis suggests that the circumstances that affect the dropout rate should be considered in the planning and implementation of distance education programs.
&quot;This Language Still Motivates Me!&quot; Advanced Language Students and Their L2 Motivation
Author: Huhtala, Anne
Date: 2019-00-00
Type: Journal Articles
Subjects: Advanced Students,Second Language Learning,Student Motivation,Foreign Countries,College Students,German,Swedish,French,Second Languages,Language Teachers

The article focuses on written narratives of 51 Finnish university students who study German, Swedish or French as their major or one of their minors at an advanced level. The study aims to find what keeps these students motivated to study their L2. The data have been analyzed &quot;using analysis of narratives&quot; (Polkinghorne, 1995). Dörnyei's (2009a, 2009b, 2014) &quot;L2 motivational self system&quot; (L2MSS), built around the concepts of &quot;ideal L2 self, ought-to L2 self and L2 learning experience,&quot; is used as the theoretical framework. The results indicate that perceived social pressure (ought-to L2 self) may be important when the study decision is made, but its importance diminishes during the studies. Instead, a future L2-related vision (ideal L2 self) as well as peers, teachers, course contents, and learning atmosphere (L2 learning experience) become increasingly important during the studies. The role of the emotional dimension of possible selves seems to be central in developing and preserving study motivation. At the end of the article, some implications of the results for higher education programs of languages other than English (LOTEs) are presented.
Organizational, Psychological and Pedagogical Conditions for the Use of E-Books and E-Textbooks at School
Author: Vorotnykova, Iryna
Date: 2019-07-00
Type: Journal Articles
Subjects: Electronic Publishing,Foreign Countries,Textbooks,Electronic Learning,Middle School Teachers,Middle School Students,Grade 5,Grade 6,Parents,Technology Uses in Education,Textbook Content

The article defines the organizational, psychological and pedagogical conditions for the use of e-books and e-textbooks at school. The difference between e-books and e-textbooks is distinguished on the basis of systematization and comparison of scientific positions. Content analysis is made to determine the organizational and pedagogical conditions for the introduction of e-textbooks. The experience of using e-textbooks and e-books at school was generalized based on the results of a regional experiment, in which 25 schools participated. The results of the survey and questioning of 352 students, 296 teachers, and 357 parents are described. The results reveal the needs of respondents in e-textbooks and e-books, identify the advantages and disadvantages of their implementation. The main organizational, psychological and pedagogical conditions are defined. These are educational policy concerning the introduction of eLearning (requirements for mandatory e-textbooks, financial support for purchasing and updating, examination, standards for e-textbooks), availability and diversity of e-textbooks and e-books on the market of educational services, logistic, educational and methodological support of educational institutions, ergonomics, readiness of teachers, students, their parents to use e-textbooks and e-books, digital competence of teachers and students.
Supporting Women Coping with Emotional Distress after Abortion
Author: Katz, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: Females,Pregnancy,Coping,Stress Variables,Emotional Disturbances,Patients,Counseling Services,Psychological Patterns,Posttraumatic Stress Disorder,Cognitive Restructuring,Behavior Modification,Counseling Techniques,Questioning Techniques,Language Usage

Abortion is common, yet stigmatized. In some cases, abortion patients may experience feelings of sadness, guilt, anger, and other signs of emotional distress after their pregnancy is terminated. This article offers guidance for counselors seeking to provide nonjudgmental support to promote adaptation and recovery among abortion patients experiencing emotional distress. A brief summary of different ways to conceptualize emotional distress after abortion is provided. Next, a general cognitive behavioral framework is introduced, and common thought and behavioral patterns that may contribute to unresolved distress are explored. The article concludes with general recommendations to promote a respectful, collaborative alliance.
Examining Student Classroom Engagement in Flipped and Non-Flipped Counselor Education Courses
Author: Merlin-Knoblich, Clare
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,Blended Learning,Counselor Training,Synchronous Communication,Video Technology,Lecture Method,Student Experience,Student Participation,Classroom Environment,Public Colleges,Graduate Students

Flipped learning is an innovative teaching approach in which students view pre-recorded video lectures outside of class, then engage in activities applying course concepts during class. By removing lecture from face-to-face class time, instructors free up time in class for students to explore and apply course content. Flipped learning is a particularly useful approach in counselor education, given the need for both content and practice in the discipline. In this study, we examined student classroom engagement in flipped and non-flipped counseling courses. Using a causal comparative method, we compared student engagement via the Classroom Engagement Inventory in four counseling theories course sections. Students in the flipped counseling courses (n = 30) reported statistically higher classroom engagement than students in the non-flipped courses (n = 37). These results lend additional support to the promotion of flipped learning in counselor education.
Promoting EFL Students&apos; Accuracy and Fluency through Interactive Practice Activities
Author: McDonough, Kim
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Accuracy,Language Fluency,Phrase Structure,Pretests Posttests,Instructional Effectiveness,Foreign Countries,Interaction,Learning Activities,Error Correction,Expressive Language,Language Tests,Audio Equipment,Speech Communication,Teaching Methods

This study examined the effectiveness of interactive activities at facilitating EFL students' production of English relative clauses. Thirty-seven EFL learners in Chile carried out interactive activities designed to elicit relative clauses. Pre- and posttests were used to examine whether carrying out the activities facilitated the students' production of relative clauses. All interactions were audio-recorded and the transcripts were analyzed to determine how accurately and fluently the students produced relative clauses before, during, and after the practice activities. Whereas accuracy was defined as errors involving relative clause formation, fluency was operationalized in terms of the number of pauses, false starts, and self-corrections that occurred within relative clauses. The results showed that the students produced significantly more accurate relative clauses on the posttest; however, their production of dysfluencies remained unchanged. Implications for the use of interactive activities are discussed.
Education for the Politics of &quot;Voice&quot;: Cavell, Butler, and Acknowledging Others
Author: Sogabe, Kazuma
Date: 2019-03-00
Type: Journal Articles
Subjects: Politics of Education,Epistemology,Comparative Analysis,Empowerment

To address the modern political task of listening to the voices of excluded others, this paper will propose &quot;the politics of voice&quot; based on the thought of the American philosopher Stanley Cavell. It begins with a critique of Kelz's comparison, in political terms, between Cavell and Judith Butler. Butler's politics constantly challenges the norm by confronting its finitude and opening it to infinite possibilities so that the opinions that are currently invisible can be recognized. No matter how much existing knowledge is thus renewed, however, the actual understanding of others with this new knowledge will remain narcissistic unless one gets out of the objectifying construction of &quot;Othering&quot; in which &quot;I know you.&quot; In contrast, Cavell teaches us another sphere of politics, where acknowledging others is indivisible from self-acknowledgment in that our &quot;voices&quot;--particular ways of inhabiting our everyday lives constituted by general knowledge--are simultaneously discovered in the form of finding out that they are absolutely different by accepting human epistemic finitude. After demonstrating the complementarity of Cavell's and Butler's politics through the example of slavery, I shall explore the prospects for political education from their respective ways of engaging with language.
Organizational Variables Contributing to School Counselor Burnout: An Opportunity for Leadership, Advocacy, Collaboration, and Systemic Change
Author: Holman, Leigh Falls
Date: 2019-00-00
Type: Journal Articles
Subjects: School Counselors,Burnout,Role Conflict,Counselor Role,Correlation,Social Support Groups,Peer Relationship,Ethics,Counselor Client Relationship,Counselor Attitudes,Measures (Individuals),Supervisors,Work Environment,Family Work Relationship,School Culture,Advocacy,Cooperation,Professional Autonomy,Reliability,School Counseling

This study utilizes a correlation matrix to examine relationships between variables identified in literature (role ambiguity, role conflict, assignment of non-counseling duties, coworker and supervisor support, and level of control over time and task) as measured by the Demand Control Support Questionnaire (DCSQ), and elements of school counselor burnout (SCBO) as measured by the Counselor Burnout Inventory (CBI) subscales (Exhaustion, Incompetence, Negative Work Environment, Devaluing Clients, and Deterioration in Personal Life). Findings indicate experiencing high external demands, such as assignment of non-counseling duties; experiencing the school as a negative place to work; and experiencing low levels of support from colleagues and supervisors result in high levels of exhaustion and contribute to burnout. These variables need further exploration using a hierarchical multiple regression to analyze the amount of variance they contribute to SCBO. The article includes a discussion of ethical concerns, future research, and practice implications for school counselor educators, supervisors, educational administrators, and school counselors.
Dewey&apos;s Democratic Conception in Education and Democratic Schooling: Lessons from the United States for Japan in a Time of Democracy in Crisis
Author: Kira, Naoshi
Date: 2019-03-00
Type: Journal Articles
Subjects: Democracy,Educational Philosophy,Comparative Analysis,Cultural Pluralism,Democratic Values,Change Agents,Barriers,Personal Autonomy,Foreign Countries,Student Responsibility,Comparative Education,Political Attitudes,Trust (Psychology),Participative Decision Making,Social Change

Democracy is in crisis around the globe, especially in the United States due to the results of the presidential election in 2016; it is now a bitterly divided society. In this context, this article reviews the democratic conception in education presented by John Dewey as his &quot;Democracy and Education&quot; celebrated its centenary also in 2016. A few key concepts of Dewey's ideas and structural features of democratic schooling were combined to develop a conceptual framework to analyze democratic schooling. Then, two U.S. democratic schools were comparatively analyzed using the conceptual framework, including participation in a small diverse community. This study concluded that democratic schooling has enormous potential to educate citizens who can become the effective agents of change desperately needed in the larger society, although the number of schools which systematically implement it is limited due to various obstacles. Lessons for Japan include the idea that giving students the authority to decide what to learn and how to learn it can lead them to take responsibility for their own education. There is anecdotal evidence that many graduates of the first democratic school examined here work in service and social justice professions, so further research is needed to pursue this theme along with others.
Ethnicity as Rigid Boundaries and Muted Differences: Japanese Youth Experiences at School
Author: Kawashima, Yuko
Date: 2019-03-00
Type: Journal Articles
Subjects: Ethnicity,Student Experience,Foreign Countries,Self Concept,High School Students,Drama,Imitation,Identification (Psychology),Cultural Differences,Public Schools,Emotional Response,Race,Institutional Characteristics,Educational Practices,Transformative Learning,Student Development,Youth

Young people now more than ever live in a diverse, complicated world. In spite of the qualitative proliferation of differences, however, the current social situation in late-stage capitalism is articulated as superficial multiculturalism. Critically examining how bodies materially experience cultural boundaries is then important for enhancing the discussion on &quot;multicultural co-existence&quot; in Japan. This article explores how Japanese youth experience their senses of self in relation to ethnicity/nationality through looking into drama/theatre classes at a high school. Regarding school as an important site for youth self-formation, this research is situated within the critical educational research body exploring the interplay between schooling and youth affect. Applying Deleuze and Guattari's concepts such as &quot;territorialization&quot; and &quot;the education assemblage,&quot; I examine the ways in which young people experience ethnicity/nationality as a singular event. The analysis is based on seventeen months of ethnographic research with high school students in Tokyo. I specifically look at their practices of mimesis, mimicking &quot;the other&quot; in acting or performance in drama class. Utilizing the tools of feminist poststructural ethnography, I analyze the narratives that emerged from observation in drama classes and in-depth interviews along with journal writing and assignments. As seen through repeated patterns, the analysis reveals how the identity categories of ethnicity/nationality rigidly function to territorialize youth, blocking possibilities for them to become otherwise. I then address some views that might have produced these experiences: humanistic views of people, formalistic educational aims and discursive practice around ethnicity/nationality. In conclusion, I refer to points toward oppositional educational practices at school. These points include critical reflection on cultural differences being embedded in educational practices and active engagement with precarious relations. Finally, reframing learning by centring youths' bodies, I call for more educational research with a Deleuzian approach. By shedding light on the complexities of the affective experiences of youth, this study will hopefully contribute to promoting the discussion of democracy at schools in Japan.
Comparison of School Characteristics among RAMP and Non-RAMP Schools
Author: Mullen, Patrick R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Institutional Characteristics,School Counselors,Professional Associations,Professional Recognition,Educational Legislation,Elementary Secondary Education,Federal Legislation,School Location,Eligibility,Lunch Programs,Data Use,School Size,Public Schools,Low Income Students,Asian American Students

The Recognized American School Counselor Association Model Program (RAMP) designation aims to acknowledge school counselors who deliver comprehensive data-driven programs. However, there is little research to date that examines RAMP schools and associated factors with this designation. Therefore, we compared the characteristics of schools that earned the RAMP designation with a random sample of schools without this designation to examine if differences exist. Data was accessed using the Elementary/ Secondary Information System through the U.S. Department of Education. The results indicated that non-RAMP schools in this study were more likely to: (a) be eligible for Title I; (b) be located in city, rural, and township communities; and (c) have fewer students and full-time equivalent employees. Furthermore, non-RAMP schools had higher rates of students eligible for free or reduced lunch. The development of support mechanisms for the RAMP-seeking process for these schools may be beneficial along with further research on this topic.
Improving Classroom Guidance Curriculum with &quot;Understanding by Design&quot;
Author: Dack, Hilary
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Improvement,School Counseling,School Counselors,Core Curriculum,Curriculum Design,Teaching Methods,Elementary Secondary Education,Academic Achievement,Instructional Effectiveness,Curriculum Development,Outcomes of Education,Counselor Client Relationship

Although the American School Counselor Association National Model reflects the importance of high-quality school counseling core curriculum, or classroom guidance, as part of a comprehensive school counseling program, school counselors are often challenged by the complexities of designing an effective classroom guidance curriculum. This conceptual paper addresses these challenges by proposing the use of &quot;Understanding by Design,&quot; a research-based approach to curriculum design used widely in K-12 classrooms across the United States and internationally, to strengthen classroom guidance planning. We offer principles for developing a classroom guidance curriculum that yields more meaningful and powerful lessons, makes instruction more cohesive, and focuses on what is critical for student success.
Defining Moment Experiences of Professional Counselors: A Phenomenological Investigation
Author: Coll, Diane M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Development,Counselor Attitudes,Phenomenology,Self Concept,Reflection,Transformative Learning,Work Experience,Counseling Techniques,Professional Personnel,Counselors,Counselor Client Relationship,Counselor Role

A &quot;defining moment experience&quot; is a pinnacle moment or critical incident that occurs within a therapeutic context and contributes significantly to the professional development and personal growth of counselors. The aim of this qualitative study was to investigate how experienced counselors make sense and meaning of their defining moment experiences in terms of developing their clinical attributes. Semi-structured interviews were conducted with nine experienced professional counselors to investigate how defining moment experiences influenced their professional development. Five main themes were derived from analysis via interpretative phenomenological analysis (IPA): acceptance reality, finding a balance, enhanced self-reflection and awareness, reciprocal transformation, and assimilation and integration. These themes provide perspectives on how facilitating conversations and reflection on defining moment experiences may enhance professional development and clinical attributes among counselors.