ethanporcaro/eric-fulltext-meta huggingface dataset:
The Open Translation MOOC: Creating Online Communities to Transcend Linguistic Barriers
Author: Beaven, Tita
Date: 2013-00-00
Type: Journal Articles
Subjects: Open Source Technology,Online Courses,Large Group Instruction,Collaborative Writing,Translation,Open Universities,Foreign Countries,English,Spanish,Portuguese,French,Greek,German,College Students,Questionnaires,Communities of Practice,Open Education

One of the main barriers to the reuse of Open Educational Resources (OER) is language (OLnet, 2009). OER may be available but in a language that users cannot access, so a preliminary step to reuse is their translation or localization. One of the obvious solutions to the vast effort required to translate OER is to crowd-source the translation, as exemplified by Wikipedia (Wikipedia Translation) or TED (Ted Open Translation Project). From October to December 2012 the Department of Languages at the Open University UK ran a MOOC on Open Translation Tools and Practices (OT12). Participants explored a range of online open translation tools (Amara, Transifex, Google Translator Toolkit) that enable and facilitate the crowdsourcing of translation, dubbing and subtitling. For this MOOC, participants collaborated in the translation and subtitling of OER mainly to and from English and Spanish, but also Portuguese, French, Greek, German and Catalan. Forum discussions, synchronous online sessions, recorded podcasts and the tasks themselves were designed to provide input, facilitate discussion and share views not only on the linguistic specificities of translating different languages, but also on issues such as quality assurance in open translation and the ethics and practicalities of openness in education and translation. Data for this paper is drawn from online surveys covering participants' backgrounds and their prior experience as translators; their expectations and motivation for participating in the OT12 MOOC; and their evaluation of the outcomes of the MOOC. We understand MOOCs as events (Cormier, 2010) or, following the principles of connectivism, catalysts for starting conversations within a network (Downes, 2011), and therefore feel that they might be a suitable way of engaging online communities of translators, language teachers and learners, and those interested in the crowdsourcing of translations for OER. This paper attempts to open up a debate on how the world of open education can harness crowdsourcing and existing open translation models to further the openness agenda.
Open Educational Partnerships and Collective Learning
Author: Macintyre, Ronald
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Universities,Partnerships in Education,Educational Resources,Educational Practices,Energy,Sustainability,Shared Resources and Services,Cooperative Learning,Active Learning

At the Open University in Scotland &quot;openness&quot; is part of our sense of self; our engagement with Open Educational Resources and Practices (OER/OEP) seems obvious. In this paper we explore some of those obvious aspects and using our partnership with a third sector organisation explore some of the less apparent aspects of openness. In addition to an account of the development and design of a suite of learning resources, the paper also reflects on how those resources have been used in practice, and the ways the design process has informed future developments. In doing so the paper attempts to be open and honest about the practice of openness in partnership. The paper is based on a partnership with a third sector organisation Community Energy Scotland (CES). It is funded by the Scottish Government to support and administer funding to community groups interested in energy and sustainability. Some of these communities take forward large scale commercial renewable energy projects, the majority are interested in improving the energy performance of local community facilities - &quot;facilities projects&quot;. This paper concerns the development and piloting of a suite of learning resources to support those facilities projects. In particular it looks at the opportunities that openness in partnership presents for HE providers. As an open and distance learning institution it is &quot;normal practice&quot; for us to think about access in relation to a wide range of factors. Open educational partnerships create new questions and new challenges that disrupt our ideas of open practices and the idea of OEP more generally. Some are around the different needs of partners and learners, in particular how that informs pedagogical design, and some around what &quot;open&quot; means in partnership. Finally, the paper looks at how the materials have been used, and what the development of them has &quot;taught us&quot; about future partnerships and open practices more generally.
Spirituality and School Counselor Education and Supervision
Author: Gallo, Laura L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Spiritual Development,Counselor Training,Counselor Client Relationship,Counseling Techniques,School Counselors,School Counseling,Models,Role,Supervision

Spirituality is an area that has not received a great deal of attention in supervision, yet it can have substantial effects on the counseling process. A definition of spirituality that allows for a variety of worldviews can be useful to both counselor and client as it helps strengthen the counseling relationship and lessen differences between them. In addition, there are counseling models that have been created to integrate the role of spirituality within supervision and to provide a framework for supervisees. Recommendations in how to incorporate spirituality for supervisors to use with school counselors in training are provided.
Self-Report and Academic Factors in Relation to High School Students' Success in an Innovative Biotechnology Program
Author: Peterman, Karen
Date: 2014-00-00
Type: Journal Articles
Subjects: High School Students,Student Characteristics,Biotechnology,Secondary School Science,Science Curriculum,Outcomes of Education,Scientific Attitudes,Student Attitudes,Mathematics Skills,Predictor Variables,Success,Academic Achievement,Measurement Techniques,Grades (Scholastic),Scores,Articulation (Education),Formative Evaluation,Technology Education,Statistical Analysis

Biotechnology constitutes one of the most challenging, cutting-edge, and rapidly growing fields in science today. Both the practical implications and the hands-on nature of this &quot;modern science&quot; make the topic of biotechnology an attractive addition to the high school science curriculum. The current study is the first of its kind to explore how student characteristics and biotechnology course outcomes relate to one another. Results indicated that students' general attitudes about science and their overall math skills predicted success across a number of measures, including both self-reported skill ratings as well as the more traditional measures of course grade and exam score. The results also demonstrated the association between skill, as measured through self-reported proficiency ratings, and achievement on an articulation exam. It documented the relation between skills students learned in the course and the potential next steps in their educational and/or technical careers. The results of the current study also have implications for how student learning is measured. Researchers suggested that teachers use formative assessment as a tool to allow students to collaborate with others and express ideas in their own unique and creative ways. The results from this study indicate that self-reported proficiency measures might serve as an accurate formative measure when data are being collected on specific skills. The topic of biotechnology has been a new source of study within recent years as educators and researchers grapple with ways to achieve and measure student learning in relation to this modern science.
Promoting Educational Resilience among African American Students at Risk of School Failure: The Role of School Counselors
Author: Williams, Joesph M.
Date: 2014-00-00
Type: Journal Articles
Subjects: African American Students,Resilience (Psychology),At Risk Students,Academic Failure,Low Income,School Counselors,Poverty,Housing,Food,Security (Psychology),Counselor Role,Family Environment,Educational Environment,Community Characteristics,Family Involvement,Parent Participation,Educational Practices

While the educational difficulties of African American students from low-income households are well documented and widely discussed in the literature, far less attention has been paid to students who succeed in school despite significant challenges such as poverty, housing instability, and food insecurity. A review of the literature identifies the protective factors and processes that facilitate academic success among African American (K-12) students placed at-risk of school failure. Implications for school counselors and recommendations for facilitating educational resiliency among African American students from low-income households are discussed.
A Curricular Analysis of Undergraduate Technology &amp; Engineering Teacher Preparation Programs in the United States
Author: Litowitz, Len S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Technology Education,Engineering Education,Teacher Education Programs,Teacher Education Curriculum,Undergraduate Study,College Curriculum,Required Courses,Majors (Students)

Technology &amp; engineering teacher preparation programs at colleges and universities in the United States have been in a state of decline since the 1970's. In the fall of 2013 a study was conducted to compare the required curricula of the 24 undergraduate programs that maintain enrollment of 20 students or more in order to determine what a composite curriculum might look like. This study utilized a multi-part methodology in order to create a composite curriculum undergraduate curriculum for technology &amp; engineering teacher preparation in the United States. The composite curriculum that was created addresses several key aspects of all technology &amp; engineering teacher preparation programs in the United States, including professional studies requirements, technical studies requirements, and some components of general education such as mathematics and science that are most closely associated with technology &amp; engineering content. The study identified few courses that specifically embraced the engineering movement by title, although course titles do not speak to the types of activities delivered in existing courses that may help to address engineering content. The study recommended: (1) as a follow-up to this study, program coordinators or department chairpersons should be surveyed to determine factors influencing the design of their required curriculum for technology and engineering teacher preparation, along with factors influencing the recruitment of qualified teacher candidates, and (2) The International Technology and Engineering Educators Association's Council on Technology &amp; Engineering Teacher Education should consider updating their accreditation guidelines for teacher preparation programs given recent changes in the field.
Bullying Prevention and the Parent Involvement Model
Author: Kolbert, Jered B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Bullying,Prevention,Parent Role,Parent Participation,School Counseling,School Counselors,Models,Child Rearing,Interpersonal Communication,Volunteers,Parents as Teachers,Decision Making,Parent School Relationship,Intervention,Parenting Skills,Child Development

A recent meta-analysis of bullying prevention programs provides support for social-ecological theory, in which parent involvement addressing child bullying behaviors is seen as important in preventing school-based bullying. The purpose of this manuscript is to suggest how Epstein and colleagues&apos; parent involvement model can be used as a framework in implementing bullying prevention programs. School counselors can use the types of parent involvement identified in Epstein and van Voorhis (2010) model, including parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community, in working with parents and families in the service of promoting anti-bullying interventions and programming in school systems
Adlerian Adventure-Based Counseling to Enhance Self-Esteem in School Children
Author: Wagner, Holly H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Counseling Techniques,Self Esteem,Counseling Effectiveness,Social Development,Intervention,Program Design,Group Therapy,Problem Solving,Goal Orientation,Trust (Psychology),Self Concept,Cooperation,Experiential Learning,Theories

This article provides a rationale for using adventure-based counseling (ABC) principles to promote children&apos;s self-esteem through group work within the school setting. The effectiveness of combining Adlerian theory with ABC to promote self-esteem is established. The process that would allow a school counselor to plan, organize, facilitate, and evaluate this group successfully is emphasized. Previous literature (Wick, Wick, &amp; Peterson, 1997) conceptualized the efficacy of combining Adlerian theory with ABC based interventions in school. This article expands upon this idea to rationalize the heightened need for this type of intervention in an era of increased interaction through technology and decreased opportunities for developmental social learning. Discussion includes recruiting counselees, forming objectives and intended outcomes, and designing a program within the school. This article includes a selection of activities and initiatives and suggested evaluative measures.
Professional School Counseling Evaluation Rubric: Advocating for the Profession through Awareness and Accountability
Author: Morris, Carrie A. Wachter
Date: 2014-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Counselor Role,Counselor Evaluation,Program Implementation,Evaluators,Counselor Training,Administrators,Elementary Schools,High Schools

Professional school counselors have been advocating for their role as counselors in the schools for decades (Galassi &amp; Akos, 2007; Gysbers, 2002; Slaten &amp; Baskin, 2013). Although researchers have addressed this concern through advocacy in service and writing, school counselors continue to perform a significant amount of non-counseling activities. In this paper, we address one potential solution to this ongoing problem: the evaluation of school counselors. Currently, most school counselors are evaluated by school building administrators based on teaching standards. The author will introduce a protocol for administrators to utilize that is based on school counseling activities.
Transition to College and Students with High Functioning Autism Spectrum Disorder: Strategy Considerations for School Counselors
Author: Dipeolu, Abiola O.
Date: 2014-00-00
Type: Journal Articles
Subjects: Transitional Programs,Pervasive Developmental Disorders,Autism,School Counselors,Counselor Role,Student Needs,High School Students,College Bound Students,Academic Accommodations (Disabilities),Federal Legislation,Educational Legislation,Parent Responsibility,Student Responsibility,Classroom Environment,College Students,Cognitive Style,Interpersonal Competence,Self Concept,Self Advocacy,Educational Technology,Extracurricular Activities,Vocational Rehabilitation

There are limited school counseling resources that address the unique post high school transition issues faced by students with High-functioning Autism Spectrum Disorder (HASD). While many school counselors have excellent skills in assessment, advising, and career planning, it is worthwhile to expand these to include working with students with disabilities, particularly those diagnosed with HASD. The purpose of this article is to build a deeper understanding of the challenges faced by students with HASD and to provide school counselors with strategies to assist these students with school to college transitions.
Social Media and Professional School Counselors: Ethical and Legal Considerations
Author: Mullen, Patrick R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Networks,School Counseling,School Counselors,Ethics,Legal Responsibility,Computer Mediated Communication,Interpersonal Relationship,Vignettes,Confidentiality,Privacy,Responsibility,Federal Legislation,Suicide,Disclosure,Child Abuse,Bullying,Court Litigation,School Policy,Best Practices

The use of social media continues to expand in prevalence and is a medium of communication for individuals of all ages. Schools are using social media to engage their stakeholders at increasing rates. Therefore, school counselors require the knowledge and appreciation of ethical and legal issues regarding the use of such technology. The purpose of this manuscript is to: (a) introduce the development and prevalence of social media; (b) review legal and ethical issues related to social media use in schools; and (c) present strategies in which school counselors can engage in ethical interactions via social media.
Student Growth within the School Garden: Addressing Personal/Social, Academic, and Career Development
Author: Swank, Jacqueline M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Career Development,Academic Achievement,School Counselors,Gardening,Program Implementation,Creativity,Program Descriptions,Standards,Figurative Language,Individual Development,Health,Social Development,Emotional Development,Daily Living Skills,Outdoor Education

School counselors have the challenging task of implementing a comprehensive, developmental school counseling program to serve a large number of students. We present the creative use of a garden program to promote the development of students through the integration of the natural environment. Additionally, we describe activities and metaphors within the five garden stages encompassed within the program (planning, preparing, planting, maintaining, and harvesting), identify the American School Counselor Association Student Standards (ASCA, 2004) addressed within the garden activities, and discuss the implications and practical considerations for school counselors.
On Track: A University Retention Model Utilizing School Counseling Program Interns
Author: Thorngren, Jill M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Persistence,College Students,Higher Education,Colleges,Public Schools,School Counseling,School Counselors,Academic Advising,Telephone Surveys,Interviews,Online Surveys,Models,Decision Making,Internship Programs

This article outlines a pilot study conducted with persisting and non-persisting students in a mid-sized public university in the West. Based on those findings, a retention initiative was developed. The study and initiative both utilize the ASCA [American School Counselor Association] framework, making a case that this model has application in institutions of higher education as well as public schools. The significance of collaborations between school counseling programs and college advising centers is also portrayed.
The Need for Developmental Models in Supervising School Counselors
Author: Gallo, Laura L.
Date: 2013-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Models,Supervision

Developmental models, like Stoltenberg, McNeil, and Delworth&apos;s integrated developmental model (IDM) for supervision (1998), provide supervisors with an important resource in understanding and managing the counseling student&apos;s development and experience. The current status of school counseling supervision is discussed as well as the benefits of developmental models, such as IDM, are identified with specific examples related to school counseling. Lastly, implications for the future in incorporating developmental models into school counseling supervision are mentioned.
The Search Stage: When, Where, and What Information Do Urban Public High School Students Gather about College
Author: Malone, Helen Janc
Date: 2013-00-00
Type: Journal Articles
Subjects: High School Students,Public Schools,Urban Schools,College Bound Students,Access to Information,Qualitative Research,Longitudinal Studies,Case Studies,Low Income Groups,Academic Achievement,Student Characteristics,School Counselors,Counselor Role,At Risk Students,Minority Group Students,Interviews,Coding,Student Attitudes,Information Sources,Family Influence,College Preparation,After School Programs

This qualitative longitudinal multiple case study offers a perspective into the college information gathering practices across a sample of low-income students at two large urban public high schools. The findings show that students engage in and benefit from comprehensive information gathering strategies but that disparities exist across academic performance levels and demographic factors. The study sheds light on the paramount role that school counselors play during the students&apos; college information gathering &quot;search&quot; stage. The presented findings offer concrete strategies that can aid school counselors in evaluating and improving their own college-related services.
Ambiguous Loss and Its Effects on Children: Implications and Interventions for School Counselors
Author: Guidry, K.
Date: 2013-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Grief,Behavior Problems,Student Behavior,Death,Psychological Patterns,Coping,Institutionalized Persons,Correctional Institutions,Counseling Techniques,Intervention

School counselors are regularly tasked with managing student&apos;s emotions and behaviors that impede school performance. This daunting assignment can be overwhelming for school professionals. With the many diagnoses that may provide an explanation for dysfunctional behavior amongst students, the possibility of grief is frequently overlooked. The purpose of this article is to define and describe the concept of grief and how it may explain challenging behaviors with students. Additionally, this definition will be expanded by introducing the definition of ambiguous grief. Examples of ambiguous grief scenarios will be provided, as well as implications for school counselors.
Youth Participatory Action Research and School Counseling Practice: A School-Wide Framework for Student Well-Being
Author: Smith, Laura
Date: 2014-00-00
Type: Journal Articles
Subjects: Action Research,Intervention,Youth,School Counseling,Counseling Techniques,Participatory Research,Adolescents,School Counselors,Cooperation,School Community Relationship,Cultural Pluralism,Student Diversity,Social Justice,Student Participation,Power Structure,College Bound Students,Aspiration,Teacher Participation,Barriers,Time,Age Differences,Well Being

The professional school counseling literature has proposed innovative frameworks for practice including social justice/multicultural approaches, school-wide counseling initiatives, and school-community partnerships. In this article, we propose a programmatic intervention that can be a vehicle for all three: the implementation of school-based youth participatory action research (YPAR). In this article, we profile the use of YPAR in schools, link it to components of school counseling, and identify obstacles in the initiation of YPAR by school counselors.