ethanporcaro/eric-fulltext-meta huggingface dataset:
Advocacy and the Professional School Counselor: Practical Suggestions for Advocacy Efforts
Author: Chibbaro, Julia S.
Date: 2006-00-00
Type: Journal Articles
Subjects: Counseling Services,Advocacy,School Counseling,School Counselors,Higher Education,Evaluation,Models,Intervention,Counselor Role,Leadership

The role of the school counselor underwent various transformations throughout the twentieth century. In an effort to define the role of professional school counselors in the twenty-first century, the American School Counseling Association (ASCA) developed the ASCA National Model: A Framework for School Counseling Programs. The framework of the graphic model includes four themes, one of these being advocacy. The role of the school counselor as advocate and practical suggestions for implementing advocacy as part of a professional school counseling program are discussed.
Try a Disability on for Size: Sensitizing School Personnel
Author: Anderson, Mary Jane
Date: 2006-00-00
Type: Journal Articles
Subjects: Disabilities,School Counselors,Attitudes toward Disabilities,Consciousness Raising,Teacher Student Relationship,Principals,Teachers,Educational Environment,Counselor Role,School Culture,Learning Activities,Staff Development,Physical Disabilities,Social Bias,Empathy,Learning Disabilities,Simulation,Assistive Technology,Dyslexia

Education professionals may feel uncomfortable or unprepared when interacting with students with disabilities within school settings. Several federal mandates have been passed in the last 30 years to ensure that students with disabilities receive the same educational services as students without disabilities. Although these students are now in the school setting, minimal training is conducted with regular educators--classroom teachers, principals, counselors--to sensitize and prepare them to work effectively with students with special learning abilities. Creating a school climate that accepts and embraces all students is typically part of the school counselor's role. This paper outlines hands-on activities that counselors can use as an in-service training for school personnel. The activities simulate perceptual, learning, and physical difficulties to help participants feel and respond to what everyday life may be like for students who live with disabilities. A list of materials, procedures, and questions for reflection and discussion are included for each of the ten activities.
Parental Perceptions of Elementary School Counselors in a Suburban Atlanta School
Author: Gillilan, Dana C.
Date: 2006-00-00
Type: Journal Articles
Subjects: School Activities,Action Research,School Counselors,Elementary Schools,Parent Attitudes,Suburban Schools,Counselor Role,School Counseling

This action research study revealed common parental perceptions regarding the role of elementary school counselors. The paper discusses their perceptions and ways in which counselors can better communicate their role to parents. The research was conducted in an elementary school of approximately 1,136 students. The school opened in 2003, and is located in a middle to upper class suburban community northwest of Atlanta. Most parents are well-educated and actively participate in school activities with their children. (Contains 2 tables.)
Using Coaching to Improve Delivery of Counseling Instruction
Author: Thompson, Dianne Acuna
Date: 2006-00-00
Type: Journal Articles
Subjects: Educational Change,School Counselors,Coaching (Performance),Academic Achievement,Feedback (Response),Models,Higher Education,Evaluation

Coaching is an emerging form of professional learning. The article focuses on how coaching may be used to improve the quality of delivery of counseling instruction in the classroom.
An Ethics Study: Implications of Knowledge for School Counselor Candidates, School Counseling Supervisors, Practicing School Counselors and Training Programs
Author: Boes, Susan R.
Date: 2006-00-00
Type: Journal Articles
Subjects: Feedback (Response),Familiarity,School Counseling,Counseling,School Counselors,Ethics,Counselor Educators,Evaluation,Surveys,Decision Making,Suicide,Confidentiality,Models

This paper addresses a survey conducted to examine knowledge of ethics in school counselor candidates. Students in school counseling practicum and internship classes indicated their familiarity with ethical codes and ethical decision making-models and responded to items pertaining to ethical dilemmas. Areas of concern to counselor educators included a lack of familiarity with ethical decision-making models, certain aspects of testing ethics, and issues surrounding suicide. Results provide feedback to counselor educators, counseling supervisors, practicing school counselors, and the counseling community about particular areas of ethics needing additional coverage in coursework, in-service education or other types of training. (Contains 3 tables.)
Site Supervision of Graduate Students in School Counseling: A Georgia Perspective
Author: Paisley, Pamela O.
Date: 2006-00-00
Type: Journal Articles
Subjects: Graduate Students,Supervision,Counselor Training,School Counseling,Governing Boards,School Counselors,Higher Education,Evaluation,Internship Programs,Practicum Supervision,Intervention,Models,Accreditation (Institutions),Elementary Secondary Education,Feedback (Response)

This article considers the unique supervision needs of graduate students in practicum and internship in the state of Georgia where, in addition to guidelines from national initiatives, the Board of Regents institutions are utilizing new standards for the preparation of school counselors incorporating roles as both counselors and educators.
Postmodernism, Therapeutic Common Factors, and Innovation: Contemporary Influences Shaping a More Efficient and Effective Model of School Counseling
Author: Klein, James F.
Date: 2006-00-00
Type: Journal Articles
Subjects: Educational Research,Postmodernism,School Counseling,Therapy,Innovation,Models,School Counselors

School counseling lacks clarity. This confusion is the result of competing models and confusing standards, domains, and competencies. This article offers a simplified model of school counseling entitled the &quot;Six 'C' Model&quot; (i.e., Care, Collaboration, Champion, Challenge, Courage, and Commitment). The interactive model is informed by the following contemporary influences: (a) postmodernism, (b) the therapeutic common factors, and (c) innovative educational research. (Contains 1 figure.)
Instructional Support for the Teaching of Critical Thinking: Looking beyond the Red Brick Walls
Author: Bowers, Nancy
Date: 2006-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Teaching Methods,Instructional Materials,Professional Associations,National Organizations,Course Content,Information Sources,Intellectual Disciplines

Many instructors appreciate the importance of developing the critical thinking skills of their students yet are unfamiliar with pedagogical approaches for teaching critical thinking. These instructors rely on instructional support from teaching and learning centers or online resources. It can be time consuming, however, for instructors to translate generic teaching strategies into actual lessons related to their course content. The purpose of this paper is to review an under-utilized source of discipline-specific instructional resources for teaching critical thinking: professional organizations. Many national organizations support education within their discipline by providing a variety of instructional materials, pedagogical approaches and a venue for sharing teaching tips and lessons by their members. Hundreds of professional organizations across dozens of disciplines were examined to determine the types of instructional support provided. Representative teaching resources from these organizations are documented from a variety of disciplinary areas.
Using Self-Experimentation and Single-Subject Methodology to Promote Critical Thinking
Author: Cowley, Brian J.
Date: 2006-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Assignments,Teaching Methods,Scoring Rubrics,Smoking,Eating Habits,Behavior Change,Functional Behavioral Assessment,Research Papers (Students)

Critical thinking is often absent from classroom endeavor because it is hard to define (Gelder, 2005) or is difficult to assess (Bissell & Lemons, 2006). Critical thinking is defined as application, analysis, synthesis, and evaluation (Browne & Minnick, 2005). This paper shows how self-experimentation and single-subject methodology can be used to promote many levels of critical thinking in an Applied Behavior Analysis course. Two classroom assignment examples of this process and a grading rubric are provided. (Contains 1 figure.)
Thinking Critically about Critical Thinking: Integrating Online Tools to Promote Critical Thinking
Author: Mandernach, B. Jean
Date: 2006-00-00
Type: Journal Articles
Subjects: Educational Strategies,Criticism,Educational Technology,Critical Thinking,Thinking Skills,Internet,Teaching Methods,Educational Objectives,Higher Education

The value and importance of critical thinking is clearly established; the challenge for instructors lies in successfully promoting students' critical thinking skills within the confines of a traditional classroom experience. Since instructors are faced with limited student contact time to meet their instructional objectives and facilitate learning, they are often forced to make instructional decisions between content coverage, depth of understanding, and critical analysis of course material. To address this dilemma, it is essential to integrate instructional strategies and techniques that can efficiently and effectively maximize student learning and critical thinking. Modern advances in educational technology have produced a range of online tools to assist instructors in meeting this instructional goal. This review will examine the theoretical foundations of critical thinking in higher education, discuss empirically-based strategies for integrating online instructional supplements to enhance critical thinking, offer techniques for expanding instructional opportunities outside the limitations of traditional class time, and provide practical suggestions for the innovative use of critical thinking strategies via online resources.
The Impact of Academic Freedom Policies on Critical Thinking Instruction
Author: Fessel, Shirley
Date: 2006-00-00
Type: Journal Articles
Subjects: Controversial Issues (Course Content),Academic Freedom,Critical Thinking,Educational Policy,Accountability,Educational Trends,Standards,Internet,Intellectual Property,College Faculty,Faculty Publishing,Ideology,Teaching Methods,Trend Analysis,Instructional Design

Critical thinking enjoys almost universal support, except when applied to controversial topics. Yet it is these topics that are often the most effective initiators of critical thinking exercises that improve students' rational approaches to challenging problems. The use of controversial issues to promote critical thinking requires an institutional commitment to academic freedom in order to survive. In some institutional contexts, the most crucial need for critical thinking is the very condition under which it is least likely to be applied. Instead, avoidance of controversy seems to be the predominant policy of institutions fearful of expensive lawsuits or damaging public relations. Several trends are decreasing the likelihood that critical thinking is applied in the classroom to challenging topics: demands for increased accountability from legislatures; scrutiny of adopted content standards; oversight of Internet and other intellectual work of professors affiliated with the universities; student challenges to faculty instruction; and attempts to curtail ideological diversity. This paper describes these current dynamics which erode academic freedom and thus the ability to apply critical thinking to controversial topics. The paper also recommends that institutions and faculty adopt clearly delineated policies related to academic freedom in order to ensure faculty freedom to promote critical thinking. Awareness of how these trends impact the instructional climate enables teachers to design instruction and be more proactive in guaranteeing that critical thinking about controversial topics is able to flourish under academic freedom.
A Course Exploration: Guiding Instruction to Prepare Students as Change Agents in Educational Reform
Author: Church, Kathy L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Change,Change Agents,Teacher Education Programs,Masters Programs,Teacher Attitudes,Self Concept,Professional Personnel,Identification (Psychology),Theory Practice Relationship,Course Content,Social Problems,Preservice Teacher Education,Inquiry

This article explores the premise of teacher identity development through course experiences directed at inquiry and social awareness. The course exploration examines the use of various strategies used to help promote educators as change agents. Pre-service students enrolled in a one-year master's program with teaching credential participated in a yearlong course designed to engage them in guided inquiry while making connections between theory and practice. Evaluation of the projects and student perceptions of their work suggest that guided inquiry into educational issues builds critical thinking skills and a sense of purpose, leadership, and service through shaping teacher identity. (Contains 3 tables.)
Serve, Teach, and Lead: It's All about Relationships
Author: Crippen, Carolyn
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Instructional Leadership,Teacher Leadership,Teacher Characteristics,Interprofessional Relationship,Interpersonal Competence,Empathy,Caring,Teacher Responsibility,Work Ethic,Teaching Skills,Knowledge Base for Teaching

Once a person assumes the mantle of teacher, one becomes a leader, first, in the classroom and then in the school (Crippen, 2005). With this position comes a delicate power and responsibility to the moral imperative. As such, this issue is critical as a component of teacher preparation programs. Goodlad (2004) sounds the alarm that our teacher preparation programs are remiss in responding to the need for moral literacy in our schools. The following paper will introduce the philosophy of servant-leadership, a moral way of serving, as defined by Robert K. Greenleaf (1970/1991) and will respond to Goodlad's call with possibilities for preservice teachers that help them examine and define their role in contributing to the common good through servant-leadership.
Literacy and Art: Collage for Pre-Service Teachers
Author: Feret, Alice J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Preservice Teachers,Content Area Reading,Art Education,Language Skills,Educational Practices,Teacher Education Programs,Student Teaching,Language Arts,Unified Studies Curriculum,Methods Courses,Literacy,Educational Strategies,Teaching Methods

Art educators have a unique opportunity to develop and strengthen a cross-curricular foundation in literacy through art education. Enrolled in a content area reading course, pre-service teachers in art education at one, large southeastern university discovered that using language skills as a lens sharpened their observations of student performance in art classes at the elementary and high school levels. The inclusion of brief lessons featuring listening, reading, speaking, or writing strategies revealed unanticipated academic needs, which impacted classroom performance and artistic development. This increased awareness deepened preservice teachers' understanding of young students as learners and allowed the preservice teachers to adjust their lesson planning and classroom management skills. The pre-service teachers were more confident in their practice as they witnessed the results of their efforts in terms of students' improved levels of artistic achievements. (Contains 6 tables.)
Traceable Recursion with Graphical Illustration for Novice Programmers
Author: Sa, Leonardo
Date: 2010-00-00
Type: Journal Articles
Subjects: Computer Science Education,Undergraduate Students,Programming,Mathematics,Teaching Methods,Computer Software,Visualization,Concept Teaching,Mathematical Concepts,Graphs

Recursion is a concept that can be used to describe the phenomena and natural occurrences in many different fields. As many applications utilize computer software to model recursion, recursion is a particularly important concept in the computing discipline. However, it is a difficult concept for many undergraduate students to master. A Recursion Graph (RGraph) is one visualization method for representing recursion. This paper extends our previous work on RGraphs to include a tool for automatically generating complete and partial RGraphs from an arbitrary recursive program. Use of this tool allows for more flexibility in demonstrations and more focused pedagogical interactions on the part of students, thereby improving student learning in recursion. (Contains 1 table and 6 figures.)
Teaching &amp; Learning for International Students in a &quot;Learning Community&quot;: Creating, Sharing and Building Knowledge
Author: Kemp, Linzi
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Effectiveness,Learning Activities,Discourse Communities,Foreign Students,Case Studies,Teaching Methods,Constructivism (Learning),Blended Learning,Virtual Classrooms,Business Administration Education

This article considers the culture of learning communities for effective teaching. A learning community is defined here as an environment where learners are brought together to share information, to learn from each other, and to create new knowledge. The individual student develops her/his own learning by building on learning from others. In a learning community approach to teaching, educators can ensure that students gain workplace skills such as collaboration, creativity, critical thinking, and problem solving. In this case study, it is shown how an active learning community, introduced into a blended teaching environment (face-to-face and virtual), effectively supported international undergraduates in the building of knowledge and workplace skills.
Student Reported Growth: Success Story of a Master of Science in Education Learning Community Program
Author: Kabes, Sharon
Date: 2010-00-00
Type: Journal Articles
Subjects: Masters Degrees,Science Education,Postsecondary Education as a Field of Study,Educational Environment,Constructivism (Learning),Transformative Learning,Theory Practice Relationship,Teaching Models,Communities of Practice,Program Effectiveness,Formative Evaluation,Summative Evaluation,Portfolios (Background Materials),Student Development

Quantitative and qualitative data collected from students who have completed a Master of Science in Education Learning Community Program support the effectiveness of the learning community model in facilitating professional growth and transformation. Instructors model constructivist theory. Peer review, collaboration, and reflective analysis of theory and practice are essential components of the model. The program facilitates growth as educators build their understanding about teaching and learning, transfer their ideas and processes into the classroom, and take an active leadership role in promoting change in classrooms, school, and larger community.
The Growth of Higher Educators for Social Justice: Collaborative Professional Development in Higher Education
Author: Ness, Molly K.
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Justice,Educational Change,Professional Development,Beliefs,Teacher Collaboration,Communities of Practice,Educational Practices,College Faculty,Adult Learning,Teacher Education,Interdisciplinary Approach,Transformative Learning,Program Descriptions

In this article, we investigate what happened when, contrary to the typical isolation of faculty in higher education, a group of higher educators from various disciplines in a graduate school of education met regularly to discuss issues related to our teaching and social justice. More specifically, we explored the following research question: How does collaboration among higher educators from various disciplines shape their beliefs and practices of teaching for social justice? Over three years of collaboration and conversation, not only did we expand our own knowledge and understandings of notions of social justice, but we began to take important steps towards increasing our social justice actions in our teaching. This article explores our efforts to create a self-directed professional development group of higher educators and provides suggestions for similarly interested higher educators.
"Hey, I Can Do This!" The Benefits of Conducting Undergraduate Psychology Research for Young Adult Development
Author: Searight, H. Russell
Date: 2010-00-00
Type: Journal Articles
Subjects: Grounded Theory,Adult Development,Student Attitudes,Research Projects,Focus Groups,Young Adults,Program Effectiveness,Psychology,Interviews,Learning Experience,Student Research,Student Development,Participant Satisfaction,Undergraduate Students

Many undergraduate programs require students to complete an independent research project in their major field prior to graduation. These projects are typically described as opportunities for integration of coursework and a direct application of the methods of inquiry specific to a particular discipline. Evaluations of curricular projects have usually found that they positively impact students' knowledge and skills in that discipline. However, little attention has been devoted to the impact that these projects have on broader aspects of psychosocial development. The current study describes the results of a focus group conducted with students who had recently completed their senior research project in psychology. Results of the focus group interview were transcribed and coded according to grounded theory principles. Five developmentally-specific categories emerged from the analysis. These included a greater sense of competence attributed to completing a large-scale project, an experience of being in a professional role relative to research participants as well as to the audience presented with their study results, and a sense of ownership and pride in completing their project. Universities that either require or are contemplating requiring senior projects should consider these broader benefits to young adult development. (Contains 1 figure.)
Partnerships, Policy, and Educational Change: The Role of Mathematics and Science in K-16 Reform
Author: Maloney, Patricia A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Change,Partnerships in Education,Educational Policy,Competition,Science Education,Mathematics Education,Elementary Secondary Education,Alignment (Education),Evidence,Educational Assessment,Educational Indicators

Concerns about American competitiveness and innovation have led to increasing scrutiny of science, technical, engineering, and mathematics (STEM) education. Leaders in the higher education, business, and legislative communities have all issued calls for expanded opportunities and training in STEM fields to improve the skills of the U.S. workforce. Older arguments for change, including stronger alignment of K-12 and higher education curriculum and the overall reform of teacher preparation, are incorporated within these recent calls, and share similar policy and implementation challenges. This analysis identifies the National Science Foundation Math Science Partnerships program as an emblem of the challenges of engaging K-12 and higher education in major reform efforts within a dynamic policy environment.