ethanporcaro/eric-fulltext-meta huggingface dataset:
Cross Curriculum Modules in Counseling and Instructional Leadership
Author: Kiser, William K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Education Courses,Counselor Training,Leadership Qualities,Learning Modules,School Counseling,Counseling,School Counselors,Instructional Leadership,Faculty,Higher Education,Academic Achievement,Educational Improvement,Counseling Services

School Counselors and Instructional Leaders have demanding roles in school settings with collaborative goals for enhanced student achievement. The purpose of the article is to explore the School Counselor-Instructional Leader relationship and provide feedback about the integration of cross curriculum training modules for school counseling and instructional leadership programs in higher education. Jacksonville State University has implemented Master's level cross curriculum modules in a two-part project. Part one involves bringing Instructional Leadership faculty into a Counselor Education course to enhance leadership qualities. Likewise, part two brings Counselor Education faculty in an Instructional Leadership course conducting modules that teach the requirements for quality school counseling programs. The cross curricular modules have been implemented over a three year time period with candidates from both programs yielding more improved awareness of specific roles and opening communication channels for candidates from both programs.
Female Childhood Sexual Abuse Survivors: An Existential Exploration and Implications for Therapists
Author: Robinson, Kathy D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Sexual Abuse,Females,Child Abuse,World Views,Environmental Influences,Safety,Self Concept,Sexuality,Social Influences,Mental Disorders,Stress Variables,Spiritual Development,Coping,Identification (Psychology),Religion,Counseling

In the United States, annual prevalence factors indicate that 25% of women are reported survivors of childhood sexual abuse (CSA). Existential concerns and basic purposes within the physical, social, personal and spiritual dimensions of female CSA survivors' worldviews are explored. The recognition and meanings of existential purposes and concerns for CSA survivors are described. Following, implications of these explorations for CSA therapists are identified.
Increasing Counselor Self-Awareness: The Role of Cognitive Complexity and Metacognition in Counselor Training Programs
Author: Wilkinson, R. Tyle
Date: 2011-00-00
Type: Information Analyses
Subjects: Counselor Training,Metacognition,Counseling,Counselors,Counselor Educators,Role,Intervention,Self Concept,Professional Development

The counseling profession is quite unique. It is a profession that requires practitioners to employ interventions beyond learned knowledge or acquired skills. Counselors are also required to incorporate self into their counseling practice, a task not easily accomplished. Counselor educators have the difficult role of training individuals to become competent in the profession of counseling. In fact, the Council for Accreditation of Counseling and Related Educational Programs (CACREP; 2009) states competent professionals are individuals who have mastered the knowledge and the skills to practice effectively "and" who have developed a professional identity. The purpose of this article is to review literature evaluating the development of cognitive complexity and metacognition as a way to increase self-awareness, and ultimately competency, with counselors in training.
The Effects of Student Involvement on Graduate Student Satisfaction: A Pilot Study
Author: Farley, Kelsey
Date: 2011-00-00
Type: Journal Articles
Subjects: Graduate Students,Counselor Training,Counseling,Pilot Projects,Student Participation,Satisfaction,Graduate Study,Higher Education,Surveys,Internship Programs,Extracurricular Activities,Counseling Services,Statistical Analysis

The pilot study discussed in this article investigates the perception of counselor education students' level of involvement and their satisfaction regarding their graduate program experience. It is believed, more involved students are more satisfied. Because there is limited existing data, this study seeks to ignite the conversation and future inquiries surrounding counselor education student fulfillment and contribution.
When Values and Ethics Conflict: The Counselor's Role and Responsibility
Author: Elliott, Glenda R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Counseling Techniques,Conflict,Values,Ethics,Guidelines,Professional Associations,Behavior Theories,Cognitive Development,Counseling Theories,Counseling,Counselor Client Relationship,Counselors,Counselor Attitudes,Counselor Role,Counselor Training,Court Litigation,College Students,Counselor Certification,Social Attitudes

Based on the core conditions of client-centered counseling and supported by aspects of psychodynamic, cognitive developmental, and behavioral theories, a perspective is introduced that provides a resolution to the dilemma experienced by counselors and counseling students whose personal values and beliefs conflict with the ethical guidelines of the American Counseling Association.
Irish-African Partnership and Research Capacity Building for Development: Potential to Learn from Research for the Education and Lifelong Learning Sector
Author: Mark, Rob
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Research,Lifelong Learning,Foreign Countries,Partnerships in Education,Capacity Building,Consortia,Poverty,Financial Support,Grants,Health,Educational Development,Adult Education,Research Universities

The Irish-African Partnership for Research Capacity Building (IAP) is a research consortium involving all of the nine universities on the island of Ireland together with four African universities, with the overall aim of building research capacity for poverty reduction. The project was supported by a three-year grant from Irish Aid. This article examines the achievements of IAP and argues that the &quot;foresight&quot; approach and methodology used to generate the health and education research priorities can make a useful contribution not only to development research, but also to adult education. (Contains 4 tables and 1 footnote.)
Could Integrating Development Education into Adult and Community Education Create More Space for Critical Adult and Community Education in Ireland
Author: Bailey, Natasha
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship,Global Approach,Community Education,Disadvantaged,Access to Education,Adult Education,Human Capital,Developing Nations,Role of Education

From 2008-2009 the author was commissioned by AONTAS in partnership with Irish Aid to carry out a piece of research which aimed to examine how there could be a strategic focus on the integration of development education, or incorporating a global dimension to learning, into adult and community education in Ireland. It also examined whether or not its usefulness as a process for active global citizenship could be employed as a message to promote development education to adult and community educators. (Contains 3 figures and 5 footnotes.)
Adult Learning, Health and Well-Being--Changing Lives
Author: Field, John
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Adult Learning,Adult Educators,Health,Well Being,Adult Education,Outcomes of Education,Transformative Learning,Social Capital,Foreign Countries

It is increasingly important for adult educators to articulate more clearly their understanding of the benefits and outcomes of adult learning. This paper reviews existing evidence of the impact of participation in education, and particularly explores the relevance of recent studies of how learning has influenced adults' health and well-being. Overall, the balance of evidence suggests that learning has clear, identifiable positive effects for both well-being and health. Adult educators should, though, treat these findings with care. The relationships are probabilistic, and do not imply that all individuals will benefit in the same ways from any type of learning; and in most cases, the effects seem relatively small. However, given the well-known challenges of persuading adults to improve their health or well-being by other means, this evidence is important, and confirms' practitioners experiences of the transformations that learning can produce in people's lives. (Contains 1 footnote.)
Taking Charge at Any Age: Learning and Wellbeing by Older Men through Community Organisations in Australia
Author: Golding, Barry
Date: 2011-00-00
Type: Journal Articles
Subjects: Community Education,Foreign Countries,Community Organizations,Males,Older Adults,Rural Areas,Comparative Analysis,Adult Education,Well Being,Self Concept,Employment,Lifelong Learning,Personal Narratives,Emergency Programs,Nursing Homes,Interviews

This paper examines and compares learning narratives associated with older men's participation in three community organisations in an Australian rural setting: an adult and community education provider, an emergency service organization and an aged care facility. The interview data are from a larger Australian study of learning in community settings by older men (age 50+ years of age). The paper examines what factors influence older men's learning and wellbeing through community organisations. It concludes that preferred learning for older men in community organisations is typically through group participation in practical situations for pragmatic purposes. Community organisations aside from education providers are shown to provide critically important opportunities for older men to actively redefine and recreate personal meanings and rapidly changing identities beyond those developed through paid work.
Extending the Assessment of Literacy as Social Practice
Author: Stewart, John
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Basic Education,Adult Education,Adult Literacy,Academic Standards,Certification,Social Environment

This article explores how the FETAC standards and processes at Levels 1 and 2 can be used to recognise literacy as a social practice. A summary review of the development of the National Framework of Qualifications is provided. Levels 1 to 4 in Ireland are compared with three key international frameworks, including OECD levels and those in Northern Ireland/England and Europe. Following a short consideration of assessment in adult literacy practice in Ireland, a process is outlined that practitioners and managers in adult basic education can use to support the certification of literacy as a social practice in adult education and real life contexts. (Contains 3 tables and 9 footnotes.)
Let's Talk about Solutions!
Author: Finlay, Grace
Date: 2011-00-00
Type: Journal Articles
Subjects: Unemployment,Self Concept,Adult Education,Adult Learning,Educational Environment,Time Management,Psychotherapy,Attitude Change,Adoption (Ideas),Problem Solving,Goal Orientation,Objectives,Futures (of Society),Career Counseling,Counselor Client Relationship,Counselor Role

This article explores the effectiveness of using Solution Focused Brief Therapy (SFBT) in an adult learning environment. Within this discourse, special attention is given to show how SFBT can be used effectively to support the increasing number of adults who find themselves out of work who are now returning to education. Key ideas within SFBT will be outlined for the reader as well as the application of these ideas within the context of adult education. A summary background to SFBT will be given to show its origin and research findings on using SFBT within employment counselling will be shared. The intention in this article is to suggest that this approach has much to offer adult education practitioners, working in a supportive role, in developing the skills needed to do this work.
Using Autoethnography to Explore and Critically Reflect upon Changing Identity
Author: Preston, Annmarie Judge
Date: 2011-00-00
Type: Journal Articles
Subjects: Transformative Learning,Pregnancy,Guidance,Ethnography,Professional Development,Counselor Training,Counselor Attitudes,Personal Narratives,Self Concept,Role,Counselors,Adult Learning,Foreign Countries

Reflexivity is a professional requirement of the Adult Guidance Counsellor, with reflexive practice paramount to our work. From 2008 to 2010 I trained as an Adult Guidance Counsellor while working with an unemployed adult client group. During this time, I also journeyed through my first pregnancy. Towards the end of my training, I experienced a crisis, which led to a process of reflection and transformative learning. In this paper, I share personal writings from my learning journey, using autoethnography as a vehicle for reflexivity. Authoethnography is a research method that allows the author to write in a highly personalised style, drawing on his or her own experience to extend understanding about a social phenomenon. My reflections show a subjective change over time to the understanding of my changing self, and highlight the role of autoethnography as a reflexive tool for the Guidance Counsellors' Practice.
Charting the Learning Journey of a Group of Adults Returning to Education
Author: Mooney, Des
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Adult Learning,Reentry Students,Child Care,Early Childhood Education,Transformative Learning,Self Concept,Researchers,Holistic Approach,Focus Groups,Questionnaires,Observation,Qualitative Research

Using a qualitative case study method the researcher studied a group of adult returning students completing a childcare course. Methods used included focus groups, a questionnaire and observations. Using a holistic analysis approach (Yin 2003) of the case the researcher then focused on a number of key issues. From this analysis the themes of identity, education as a facilitator of positive risk taking, education and perspective transformation, and, connectedness emerged.
Reading Redefined for a Transmedia Universe
Author: Lamb, Annette
Date: 2011-11-00
Type: Journal Articles
Subjects: Reading Habits,Social Life,Textbooks,Novels,Reading,Decoding (Reading),Books,Electronic Publishing,Story Telling,Hypermedia,Educational Technology

Once upon a time, reading was as simple and straightforward as decoding words on a page. No more. Digital age technologies have made such an impact on the way people interact with content that the old definitions of "reading" and "books" no longer apply. Times, as they say, are changing. The digital age is transforming nearly every aspect of one's culture, from business to education to social life. Reading and books are no exception. Mobile devices, multimedia publishing, and social technologies are having a major impact on the reading experience both inside and outside the classroom. Instead of carrying backpacks full of 40-pound textbooks from class to class and trading paperbacks with their friends, today's young people are downloading and exchanging digital novels and textbooks on their smartphones, e-book readers, and tablets. Besides taking a load off students' backs, this development has turned on its head the very idea of what it means to read a book. It's taken 20 years for PK-12 interactive books to make a comeback. But this resurgence has brought with it an explosion of reading choices. In this article, the author explores five electronic reading environments: (1) e-books; (2) interactive storybooks; (3) reference databases; (4) hypertext and interactive fiction; and (5) transmedia storytelling. (Contains 43 online resources.)
End the Math Wars
Author: Kuhn, Matt
Date: 2011-11-00
Type: Journal Articles
Subjects: Feedback (Response),Problem Solving,Mathematics Education,Intelligent Tutoring Systems,Educational Change,Educational Technology,Calculus,Teaching Methods,Mathematics,Algebra,Geometry,Trigonometry,Mathematical Concepts,Academic Achievement,Technology Integration,Professional Development,Computer Software,Technology Uses in Education

In 1999, Richard Lee Colvin published an article in "The School Administrator" titled "Math Wars: Tradition vs. Real-World Applications" that described the pendulum swing of mathematics education reform. On one side are those who advocate for computational fluency, with a step-by-step emphasis on numbers and skills and the algebra-geometry-trigonometry-calculus sequence. On the other side are those who think students must engage with real-world problems that employ a variety of mathematical disciplines and deep learning of math concepts that comes from struggling with complex problems, comparing multiple solution paths, and learning from trial and error. To understand what it will take to bring the two sides of the mathematics debate together, first consider the approach each side takes to improve student achievement. One side wants to focus mostly on building scaffolded computational fluency through repetition and practice, while the other wants to focus mostly on engaging learners in deep and meaningful problem solving. Ed tech, however, has changed the debate. Three areas where technology helps create schools where students learn what they need to know about math are: (1) engagement and relevancy; (2) differentiation for digital natives; and (3) inclusivity and multiple feedback channels. Whether using virtual manipulatives, intelligent tutoring systems, dynamic visualization software, or web 2.0 collaboration tools, teachers who understand and leverage the power of these resources will be better able to address their students' diverse needs. Ed tech is bridging the divide in the debate over mathematics reform by providing opportunities to increase procedural fluency and integrate it with greater conceptual understanding. The authors encourage educators to set goals for tech integration and request ongoing professional development to support the initiative. In the end, students will be the ones who benefit most. (Contains 6 online resources.)
Build an Assistive Technology Toolkit
Author: Ahrens, Kelly
Date: 2011-11-00
Type: Journal Articles
Subjects: Disabilities,Educational Technology,Assistive Technology,Special Needs Students,Accessibility (for Disabled),Material Development,Open Source Technology,Individual Needs

Assistive technology (AT) by its very nature consists of a variety of personal and customized tools for multiple learning styles and physical challenges. The author not only encourages students, parents, and educators to advocate for AT services, she also wants them to go a step further and build their own AT toolkits that can instill independence and confidence in students with special needs. This article discusses how one can instill independence and confidence in students with special needs by finding "free tools" and working with the IT department to streamline the process for creating an AT program.
Promote Digital Citizenship through School-Based Social Networking
Author: Winn, Matthew R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Citizenship,Social Networks,Child Safety,Safety Education,Technology Integration,Online Searching,Online Systems,Computer Mediated Communication,Curriculum Design,Integrated Curriculum,Program Descriptions,Mass Media Effects,Mass Media Use,Teaching Methods

Just as participation in social networking has grown, so has media coverage of inappropriate activity online. Teacher-student relationships and cyberbullying are just a few of the stories that seem to make the news on a regular basis. For educators, this is particularly troubling, considering how few students know what is appropriate when using social networking tools. With the legal, moral, and ethical risks associated with online communication, it is understandable why many school districts hesitate to use social networking as a way to prepare students to be safe and responsible digital citizens. There are, however, new social networks that allow for tighter control. These networks allow students to communicate with their peers, teachers, and administrators on a platform that is open and accountable. In this article, the author discusses the school-based social network that Southwest Christian School in Fort Worth, Texas, USA, uses which lets teachers integrate social networking into their curricula while teaching students appropriate online etiquette. (Contains 4 online resources.)
Teachers Beware! The Dark Side of Social Networking
Author: Belch, Harry Ess
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Life,Social Networks,Teacher Behavior,Mass Media Effects,Mass Media Use,Computer Mediated Communication,Legal Responsibility,Electronic Publishing

Think teachers can post what they want on their own time? Think again. Many have lost their jobs over social networking gaffes in recent years. In this article, the author shares what he has learned about how school districts cope with teachers and online social networking sites, and offers recommendations to teachers who want to have an online social life "and" hold on to their jobs. (Contains 11 online resources.)
Less than a Class Set
Author: Bennett, Kristin Redington
Date: 2012-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Handheld Devices,Classroom Techniques,Electronic Learning,Teacher Integration,Teaching Methods,Educational Strategies,Learning Strategies,Instructional Design

The iPad holds amazing potential for classroom use. Just a few--or even only one--is enough to get results. Having a class set promotes traditional, whole-class instruction, but fewer iPads facilitate individualized and tailored instruction. In this article, the author discusses the potential of the iPad and suggests ways to put the iPad to use in a classroom. (Contains 9 online resources.)
Rethinking Comprehension and Strategy Use in Second Language Listening Instruction
Author: Ling, Bernadette
Date: 2011-09-00
Type: Journal Articles
Subjects: Listening Comprehension,Second Language Learning,Second Language Instruction,Learning Strategies,Oral Language,Listening Skills,Teaching Methods,Language Usage,Guidelines,Needs Assessment,Consciousness Raising

In second language classrooms, listening is gaining recognition as an active element in the processes of learning and using a second language. Currently, however, much of the teaching of listening prioritises comprehension without sufficient emphasis on the skills and strategies that enhance learners' understanding of spoken language. This paper presents an argument for rethinking the emphasis on comprehension and advocates augmenting current teaching with an explicit focus on strategies. Drawing on the literature, the paper provides three models of strategy instruction for the teaching and development of listening skills. The models include steps for implementation that accord with their respective approaches to explicit instruction. The final section of the paper synthesises key points from the models as a guide for application in the second language classroom. The premise underpinning the paper is that the teaching of strategies can provide learners with active and explicit measures for managing and expanding their listening capacities, both in the learning and &quot;real world&quot; use of a second language. (Contains 2 footnotes.)