ethanporcaro/eric-fulltext-meta huggingface dataset:
Counselor-in-Training Intentional Nondisclosure in Onsite Supervision: A Content Analysis
Author: Cook, Ryna M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Counselor Training,Counselor Attitudes,Student Attitudes,Self Disclosure (Individuals),Intention,Supervision,Supervisor Supervisee Relationship,Error Patterns,Counselor Client Relationship,Negative Attitudes,Best Practices,Self Concept,Competence

Studies from allied professions suggest that intentional nondisclosure in clinical supervision is common; however, the types of intentional nondisclosure and reasons for nondisclosure have yet to be examined in an adequate sample of counselors-in-training (CITs). The current study examined intentional nondisclosure by CITs during their onsite supervision experience. We utilized content analysis to examine examples of intentional nondisclosure. Sixty-six participants provided examples of intentionally withholding information from their supervisors they perceived as significant. The most common types of information withheld were negative reactions to supervisors, general client observations, and clinical mistakes. The most common reasons cited were impression management, perceived unimportance, negative feelings, and supervisor incompetence. We offer implications for both supervisees and supervisors on how they might mitigate intentional nondisclosure; for example, we present strategies to address ineffective or harmful supervision, discuss techniques to openly address intentional nondisclosure, and explore ways to integrate training on best practices in clinical supervision.
Are There Long-Term Benefits from Early Childhood Education in Low- and Middle-Income Countries?
Author: Shafiq, M. Najeeb
Date: 2018-09-24
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Early Childhood Education,Educational Benefits,Educational Attainment,Interpersonal Competence,Employment,Adults,Psychological Patterns,Skills,Income,Literacy

We examine the relationship between participation in early childhood education (ECE) and various long-term outcomes: post-ECE educational attainment, the development of both cognitive and socioemotional skills, and labor market outcomes. The data are from the recent Skills Toward Employability and Productivity surveys of urban adults in 12 low- and middle-income countries. Using OLS regression and propensity score matching techniques, we find suggestive evidence of long-term benefits across countries, as well as mixed evidence within countries. Notably, we find positive and statistically significant associations between ECE participation and post-ECE educational attainment (a mean of 0.9 additional years across countries). We find relatively fewer cases of positive associations between ECE and long-term socioemotional outcomes. The evidence on ECE and labor market outcomes is varied, with positive associations for skill use but weak associations with earnings. Such mixed results suggest that improvements in the quality of ECE programs are necessary for realizing the full range of long-term benefits.
Pedagogy of Permaculture and Food Justice
Author: Luna, Jody M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Food,Hunger,Social Justice,Sustainability,Service Learning,Indigenous Knowledge,Caring,Design,Agriculture,Gardening,Foreign Countries,Higher Education,Conservation (Environment)

We contend that the pedagogy of permaculture offers radical possibilities. In this article, we share our philosophical underpinnings of the pedagogy of permaculture using a case study of an international service learning project. We offer (1) a literature review creating a case for the use of permaculture with definitions for the ethics and principles, (2) we go deeper into permaculture versus conventional design and pedagogy leading into a (3) case study of a permaculture project: the rationale, design, and implementation of community surveys and a school-based aquaponics unit, then we analyze (4) the possibilities of the &quot;Pedagogy of Permaculture,&quot; utilizing permaculture principles to help us think of our practice as critical STEM educators and finally, (5) we focus on the ways permaculture supported our work throughout the experience highlighted in this article. We make a call to you, the reader, to join our movement and apply the Pedagogy of Permaculture to your classrooms and lives.
Radical STEM Teacher Activism: Collaborative Organizing to Sustain Social Justice Pedagogy in STEM Fields
Author: Kokka, Kari
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Teacher Role,Activism,Critical Theory,Race,Feminism,Social Justice,Experience,Social Bias,Equal Education,Minority Groups,At Risk Students

Teacher activism is developing throughout the country with an expanding research base, but little research addresses teacher activism specifically in STEM fields. Using critical race feminism, intersectionality, and TribalCrit this qualitative study focuses on four STEM teacher activists, who founded a social justice STEM organization, to explore how they became involved in grassroots organizing and how they conceptualize STEM teacher activism (STA). Findings indicate that firsthand experiences of marginalization sparked their engagement in teacher activism and that participants have a strong understanding of structural oppression. STA becomes a vehicle for their own healing as well as a means toward addressing the inequities they witness and experience in their communities. Participants define STA as attending to community health and ancestral knowledge to humanize STEM education for their communities.
Current Practices in Online Counselor Education
Author: Snow, William H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Trends,Educational Practices,Counselor Training,Online Courses,Distance Education,Accreditation (Institutions),Academic Degrees,College Graduates,Class Size,Teacher Student Relationship,Interpersonal Communication,Computer Mediated Communication,Conventional Instruction,Integrated Learning Systems,Practicums,Internship Programs,Best Practices,College Students,Student Attitudes,Electronic Learning,Videoconferencing,Virtual Classrooms,Teaching Styles,Experiential Learning

The Council for Accreditation of Counseling &amp; Related Educational Programs (CACREP) database of institutions revealed that as of March 2018 there were 36 CACREP-accredited institutions offering 64 online degree programs. As the number of online programs with CACREP accreditation continues to grow, there is an expanding body of research supporting best practices in digital remote instruction that refutes the ongoing perception that online or remote instruction is inherently inferior to residential programming. The purpose of this article is to explore the current literature, outline the features of current online programs and report the survey results of 31 online counselor educators describing their distance education experience to include the challenges they face and the methods they use to ensure student success.
Exploring the Outcomes of Standards-Based Concurrent Enrollment and Advanced Placement in Arkansas
Author: Taylor, Jason L.
Date: 2018-10-01
Type: Journal Articles
Subjects: Advanced Placement Programs,Dual Enrollment,Acceleration (Education),Outcomes of Education,High School Graduates,Enrollment,School Holding Power,Higher Education,Access to Education

Accelerated programs (concurrent enrollment and Advanced Placement) are expanding across the US, yet there is little evidence on the relationships between participation in different accelerated programs, standards-based concurrent enrollment programs (e.g., accredited programs), and educational outcomes. This study used data from a cohort of Arkansas high school graduates and school-level fixed effects to assess how different accelerated programs predict students' likelihood of enrolling in and being retained in an Arkansas college. We found that participation in concurrent enrollment and Advanced Placement predicts college access and college retention. However, we found no differences in college access and retention based on whether students participated in a NACEP-accredited concurrent enrollment program or not. The results suggest the need to expand access to both concurrent enrollment and Advanced Placement and the need for more research on standards-based concurrent enrollment programs such as those that are NACEP-accredited.
Development and Validation of the College Mental Health Perceived Competency Scale
Author: Kalkbrenner, Michael T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mental Health,School Counselors,Test Construction,Self Determination,College Faculty,Self Efficacy,Student Needs,Test Reliability,Test Validity,Factor Analysis,Screening Tests,Undergraduate Students

College counselors provide training to their campus constituents on various mental health issues, including the identification of warning signs and the referral of students to appropriate resources. Though extensive information on these topics is available in the counseling literature, college counselors lack a psychometrically sound screening instrument to support some of these educational efforts. To meet this need, the present researchers developed and validated the College Mental Health Perceived Competency Scale (CMHPCS). Based largely on self-determination theory, the measure appraises college student and faculty members' perceived competence for supporting student mental health. Reliability and construct validity of the CMHPCS are demonstrated through exploratory and confirmatory factor analyses. Hierarchical logistic regression procedures yielded sufficient evidence of the CMHPCS's predictive validity. Specific applications to assist college counselors with outreach and consultation are discussed.
Discursive Digital Reflection: A Method for Enhancing Supervision and Training
Author: Janson, Christopher
Date: 2018-00-00
Type: Journal Articles
Subjects: Counselor Training,Supervision,Reflection,Video Technology,Counselor Client Relationship,Recall (Psychology),Student Journals,Technology Uses in Education,Cultural Awareness

The purpose of counselor supervision has evolved to include the development of counseling students' reflective thinking. This article conceptualizes a method, discursive digital reflection (DDR), which was established to facilitate the development of counselors who are reflective practitioners and involves clients in reflective discourse of the counseling process. DDR has its conceptual roots in reflective journaling, dialogic reflection, interpersonal process recall, and reflecting teams. The article outlines and describes the process of DDR as well as suggestions for its use as a supervision tool. The DDR method holds significant promise for counselor supervision approaches that aim to develop students' reflective practices and cultural competence through supervision.
Effects of Customized Counseling Interventions on Career and College Readiness Self-Efficacy of Three Female Foster Care Youth
Author: Williams, Regina Gavin
Date: 2018-00-00
Type: Journal Articles
Subjects: Outcomes of Treatment,Counseling,Intervention,Foster Care,Career Readiness,College Readiness,Self Efficacy,Females,Youth,Adolescents,High School Students,Counseling Objectives,Knowledge Level,Individual Characteristics,Academic Ability,Goal Orientation

Three female foster care youth, aged 15, 17, and 17, volunteered to participate in customized counseling interventions. A theory-based presentation framework was used to conduct an A-B-A single-case research design. A female licensed professional counselor collaborated with the participants in customizing interventions, delivering the intervention, and collecting the outcome data, with the three participants engaging in self-monitoring to provide outcome data. Four career and college readiness self-efficacy factor scores were used to determine the components of the customized interventions and to assess the participants' progress. The factors were: (a) college knowledge, (b) positive personal characteristics, (c) academic competence, and (d) potential to set and achieve future goals. Positive trends occurred for each participant, although different factor-specific outcome data patterns occurred for each participant. Effect sizes ranged from small to large across the participants and factors, and the participants found value in their respective customized interventions.
Incentivizing Improvement or Imposition? An Examination of the Response to Gubernatorial School Takeover and Statewide Turnaround Districts
Author: Welsh, Richard O.
Date: 2018-10-01
Type: Journal Articles
Subjects: School Turnaround,State School District Relationship,Educational Change,Administrator Attitudes,School Administration,Eligibility,Institutional Characteristics,State Policy,Educational Improvement,Trust (Psychology),School Choice,Elementary Secondary Education

Although state-run school districts and gubernatorial school takeover have become popular turnaround strategies among some states, little is known about how district and school leaders perceive and respond to these changes in educational governance. Using Georgia as a case study, this paper employs sensemaking and exit, voice, and loyalty as frameworks to examine how district and school leaders interpret and respond to the threat of state takeover. Similar to prior studies, results indicate that urban schools and districts largely populated by low-income students and students of color are most likely to be affected by state takeover. Several themes emerge from district and school leaders' interpretation of state takeover policy, including: (a) principals and teachers are to blame, (b) too many changes, too little time to reflect, (c) lack of trust between school districts and the state, and (d) market-based reforms and the illusion of choice. Although a non-trivial number of teachers and principals have expressed their intent to leave for charter schools or leave the teaching profession in response to the threat of state takeover, voice was the more common response, particularly among teachers in takeover-eligible schools who were more experienced and had students performing well on state tests. There are also noteworthy differences in the response of district and school leaders based on the eligibility for state takeover.
Service Learning in Human Development: Promoting Social Justice Perspectives in Counseling
Author: Lee, Kristi A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Counseling Techniques,Service Learning,Social Justice,Counselor Training,Teaching Methods,Self Concept,Consciousness Raising,Course Content,Higher Education

The focus on human development is foundational to the field of counseling, with its importance codified in guiding documents and frameworks, such as the American Counseling Association's Code of Ethics (2014). Many developmental theories have been established using single-gender or single-culture groups, yet they claim universal application to all humans. Although counseling students must learn these theories because of accreditation standards and licensure requirements, counselor educators need to prepare students for practice in a multicultural world. Counselors are now called to act as social justice advocates, and teaching strategies are needed to prepare students for this role. This study's focus is on the use of service learning with community counseling students in a human development course. Results from a content analysis demonstrate how service learning enhances learning and broadens students' perceptions of themselves, others, and social justice in counseling. Findings indicate a shift in participants' perception of social justice in counseling.
Gaps in Persistence under Open-Access and Tuition-Free Public Higher Education Policies
Author: Adrogué, Cecilia
Date: 2018-10-08
Type: Journal Articles
Subjects: Foreign Countries,Public Colleges,Academic Persistence,Dropouts,Graduation Rate,Socioeconomic Status,Gender Differences,First Generation College Students,Education,Open Enrollment,Access to Education,Young Adults,National Surveys

The massification of Argentine higher education intensified in the context of open-access and tuition free public university policies. Although Argentina stands out in relation to enrollment in higher education, it faces serious problems in terms of retention and graduation. To study the factors associated with dropout in the higher education system, we use the Permanent Household Survey, or EPH, to measure these phenomena. The EPH is a quarterly national survey that systematically and permanently collects data on the population's demographic, educational, labor and socioeconomic characteristics. Based on the EPH, we calculated the global dropout and graduation rates by socioeconomic status and gender and used logistic regression models to estimate the effect of some demographic, socioeconomic, institutional and financial factors on dropout probability. Among the main findings, we observed that the socioeconomic status and being a first-generation student matter. We detected that being a first-generation student, even after controlling for the socioeconomic status of the student's household, gender, the type of institution (tertiary non-university or university) and having a scholarship, implies a higher probability of dropout. We conclude that these results are most germane to public policy design and possible replications of this methodology in other Latin American countries.
To Sustain Tribal Nations: Striving for Indigenous Sovereignty in Mathematics Education
Author: Marshall, Samantha A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Tribes,Critical Theory,Race,Mathematics Education,Indigenous Knowledge,Charter Schools,Cultural Influences,Cultural Maintenance,Language Maintenance,Self Determination,American Indian Education,American Indian Students

That education is empowering is one of the U.S.'s most sacred tenets; however, for many Indigenous students, schooling has been intentionally damaging. Drawing on semi-structured interviews, in this article I highlight tribal education leaders' sensemaking about the paradoxes and promises of their work in education, as they navigate the antinomical ideas that education can be both empowering and damaging. Rooting analysis in Tribal Critical Race Theory (TribalCrit) (Brayboy, 2005), I connect tribal nation-building with various Indigenous educational efforts, including opportunities provided by the charter school movement. Findings highlight values that Indigenous leaders hold for their students' education, including cultural and linguistic sustenance, cultural congruity, and self-determination. Using mathematics as a lens to examine some of the contours of Native education, analysis illuminates complexities inherent in Indigenous education and tribal nation-building.
Because Life Doesn&apos;t Just Happen in a Classroom: Elementary and Middle School Teacher Perspectives on the Benefits of, and Obstacles to, Out-of-School Learning
Author: Clarke-Vivier, Sara
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Middle School Teachers,Teacher Attitudes,Barriers,Museums,Public School Teachers,Academic Achievement,Field Trips,Educational Benefits,Curriculum Development,Self Esteem

Holding teachers accountable for student achievement has become a high priority for many education stakeholders (Cochran-Smith, Piazza, &amp; Power, 2013; Darling-Hammond, 2010; Ginsberg &amp; Kingston, 2014; Good, 2014; Wilson &amp; Youngs, 2005). With new content standards and new statewide assessment systems, however, it can be challenging for in-service teachers to meet the needs of all students within this high-stakes accountability climate without appropriate professional development opportunities (Borko, 2004; Desimone, 2009; Garet, Birman, Porter, Yoon, &amp; Desimone, 2001; Garet et al., 2008; Ingvarson, Meiers, &amp; Beavis, 2005; Marrongelle Sztajn, &amp; Smith, 2013; Penuel, Fishman, Yamaguchi, &amp; Gallagher, 2007; Starkey et al., 2009; Supovitz &amp; Turner, 2000; Yoon, Duncan, Wen-Yu Lee, Scarloss, &amp; Shapley, 2007). Despite the plethora of studies that highlight findings from researcher-developed interventions, in this article, the authors hypothesize that out-of-school learning opportunities, such as academic field trips, can supplement and extend the ways in which teachers enact their content and pedagogical content knowledge, thereby improving student outcomes.
Infusing Social Justice into the Science Classroom: Building a Social Justice Movement in Science Education
Author: Finkel, Liza
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Justice,Science Instruction,Science Process Skills,Social Problems,Masters Programs,Teacher Education Programs,Science Teachers,Teacher Attitudes,Middle School Teachers,Secondary School Teachers,High Schools

Finding ways for all students to engage meaningfully with science and learn to use scientific knowledge and skills to identify and solve personal and community-based problems requires more than making changes to the curriculum students experience in schools. This article describes a methods course, part of a one-year masters level teacher preparation program, designed to prepare science teachers to make social justice a guiding principle in their work. The article argues for adopting a social justice lens as a focus for the preparation of science teachers and presents a framework for understanding what social justice means in the context of teaching and learning about science.The article includes an account of course readings and assignments, and examines teacher candidates' initial work for evidence of their developing views of teaching science with a social justice focus.
An Investigation of Prospective Teachers&apos; Views on Concept Teaching: A Case of History
Author: Servet, Hali
Date: 2018-09-25
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Educational Attitudes,Concept Teaching,History Instruction,Foreign Countries

Numerous studies have been carried out to provide active and permanent learning in History teaching. However, the importance of concept teaching which is essential for active learning literally has been ignored. An effective History teaching can only be measured by teaching the concepts involved in the program in an effective way. An effective History teaching is not possible without learning definitions of concepts included in the program. The purpose of the study is to examine the views of prospective History teachers on the importance of concept teaching in History teaching. Regarding the importance of concept teaching, prospective teachers were chosen as a research sample with the aim of measuring the awareness of prospective teachers about History concepts. Prospective History teachers who continue their education at the Department of History of Hatay Mustafa Kemal University participated in the study. The survey design was utilized in the study. Questionnaires have been utilized as the data collection tool in the research. Based on the findings, suggestions on the importance of concept teaching were made.