ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship of Friends, Physical Education, and State Test Scores: Implications for School Counselors
Author: Hollingsworth, Mary Ann
Date: 2010-00-00
Type: Journal Articles
Subjects: Physical Education,Academic Achievement,Wellness,Grade 5,School Counselors,Friendship,Rural Areas,Correlation,Measures (Individuals),State Standards,Achievement Tests,Mathematics Achievement,Reading Achievement,Language Arts,Scores,Elementary School Students

This study examined the relationship between dimensions of wellness and academic performance for 634 third through fifth grade students in Title One schools in rural Mississippi, using composites of the Five Factor Wellness Inventory for Elementary Children and Reading, Language, and Math Scores of the Mississippi Curriculum Test (a state level measure of content mastery). Results supported significant correlations between performance on all three academic tests and scores on social, physical, and coping wellness composites. Implications are discussed for school counselors with support of practical wellness applications with elementary students and needs for further research. (Contains 2 tables.)
Becoming Partners: A School-Based Group Intervention for Families of Young Children Who Are Disruptive
Author: Amatea, Ellen S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Aggression,Discussion Groups,Young Children,School Counselors,Early Childhood Education,Intervention,Attention,Parenting Skills,Outcomes of Treatment,Program Effectiveness,Cultural Differences,Social Behavior,Elementary Secondary Education

A multiple family discussion group program was implemented and evaluated by school counselors working with families of young children referred by their teachers for aggression and attention problems. The logic guiding construction of the program and the program's unique aspects are described. Outcome data revealed that the program was effective in reducing the children's hyperactive, defiant, and aggressive behavior and improving the parents' management skills. The advantages of school counselors conducting this program are discussed. (Contains 1 table.)
Understanding Non-Suicidal Self-Injury: Perceptions of School Counselors
Author: Simpson, Chris
Date: 2010-00-00
Type: Journal Articles
Subjects: Injuries,School Counselors,Counselor Role,School Counseling,Middle Schools,High Schools,Middle School Students,High School Students,Trust (Psychology),Confidentiality,Self Disclosure (Individuals),Counselor Attitudes,Incidence,Adolescents,Questionnaires,At Risk Persons

This national exploratory study examined the perceptions of secondary school counselors' (n = 81) understanding of non-suicidal self-injury (NSSI). Two one-way ANOVAs revealed no statistically significant differences between middle and high school counselors on their perceptions of the prevalence of NSSI. Descriptive analyses revealed that a majority of participants lacked confidence in providing information about NSSI to school personnel. Recommendations for school counselors are provided. (Contains 1 table.)
Accountability through Documentation: What Are Best Practices for School Counselors?
Author: Wehrman, Joseph D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Records,Counseling Services,Confidentiality,School Counseling,School Counselors,Accountability,Ethics,Best Practices,Documentation,Recordkeeping,Performance Factors,Counseling Techniques,Information Policy,Information Management

This article provides an analysis of important considerations for documentation for school counselors. Although the American School Counseling Association (ASCA) does not provide a national protocol for documentation of school counseling services, the ASCA Ethical guidelines provide insight into ethical record keeping which protects student confidentiality and aids school counselors in organizing contact data for reporting purposes. This article outlines the various regulatory mandates for student records as well as best practices for school counselors for organizing, maintaining, and destroying counseling records. The relationship between effective record keeping and school counselor accountability is also discussed.
Fostering Healthy Development among Middle School Females: A Summer Program
Author: Caton, Mary
Date: 2010-00-00
Type: Journal Articles
Subjects: Summer Programs,Self Concept,Conflict,Early Adolescents,Assertiveness,Measures (Individuals),Statistical Significance,Sexual Identity,Conflict Resolution,School Counselors,Females,Program Effectiveness,Residential Programs,Sex Fairness,Intervention,Pretests Posttests,Multivariate Analysis,Human Body,Leadership,Middle School Students

This study seeks to understand the effectiveness of a five-day residential leadership camp on the body image, assertiveness skills, attitudes towards gender equality, conflict resolution skills of early adolescent girl participants. To investigate the significance of the intervention, camp participants were asked to complete several instruments including the Adolescent Femininity Ideology Scale Parts 1 and 2 (Tolman &amp; Porche, 2000), the Attitudes Toward Women Scale for Adolescents (Galambos, Peterson, Richards, &amp; Gitelson, 1985), the Body Appreciation Scale (Avalos, Tylka, &amp; Wood-Barcalow, 2005), and the Conflict Resolution Scale (Smith, Daunic, Miller, &amp; Robinson, 2002). These instruments were given in a pretest/posttest format and were analyzed for significance through a repeated measures MANOVA test. Statistical significance was found for every scale but the conflict resolution style subscale of the Conflict Resolution Scale (Smith et al., 2002). Specific implications for school counselors are discussed. (Contains 2 tables.)
Post-Secondary Transition Model for Students with Disabilities
Author: Naugle, Kim
Date: 2010-00-00
Type: Journal Articles
Subjects: Counseling Psychology,School Counseling,Educational Resources,Transitional Programs,Change Strategies,Developmental Studies Programs,Attitudes toward Disabilities,Counseling Techniques,Counseling Services,Models,Academic Accommodations (Disabilities),Special Needs Students,Educational Legislation,Advocacy,College Preparation,Caseworker Approach

This article provides suggestions and strategies for school counselors assisting students with disabilities transitioning into post-secondary settings. Topics include: legislation regarding transition services; resources and suggestions for successful transitions to post-secondary environments (academic and vocational); and advocacy and ableism. A model of four cornerstones of effective transition planning and recommendations for school counselor education programs are offered for consideration as well as a summary and suggestions concerning ways school counselors can provide effective transition services. (Contains 1 figure.)
Group Work with English as Second Language (ESL) Students: Integrating Academic and Behavior Considerations
Author: Shi, Qi
Date: 2010-00-00
Type: Journal Articles
Subjects: Middle School Students,Group Counseling,Literacy,School Counselors,English (Second Language),Second Language Learning,Intervention,Reading Improvement,Writing Improvement,Student Behavior,Classroom Environment,Outcomes of Education,Teacher Student Relationship

A group counseling intervention with beginning-level ESL students in middle school is presented. Findings from the pre- and post-group evaluations showed statistically significant improvement in students' reading and writing skills and appropriate classroom behaviors. Limitations of the research design are discussed and implications for school counselors serving ESL students in small groups are provided. (Contains 2 tables.)
Role Conflict and Ambiguity as Predictors of Job Satisfaction in High School Counselors
Author: Cervoni, Annemarie
Date: 2011-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Role Conflict,Group Guidance,School Counselors,High Schools,Measures (Individuals),Counselor Attitudes,Predictor Variables,Counseling Services,Time

The purpose of this study was to examine the relationship between role conflict and role ambiguity, and percentage of time spent on ASCA recommended duties (counseling, coordination, consultation, and large group guidance); and job satisfaction of high school counselors. The Role Conflict and Role Ambiguity Scale and the Job Descriptive Index were administered to 175 high school counselors. Role conflict, role ambiguity, time spent on counseling related duties, time spent on consultation related duties, and time spent on non ASCA functions were all found to be significant predictors of job satisfaction. (Contains 2 tables.)
Obstacles and Successes in Implementing the ASCA National Model in Schools
Author: Studer, Jeannine R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Counseling Services,School Counseling,School Counselors,Program Implementation,Models,Barriers,Success,Primary Education,Accountability,Counselor Attitudes,Graduate Surveys,Comprehensive Guidance,Elementary Secondary Education,Performance Factors,Counseling Techniques

Researchers surveyed CACREP school counseling program graduates from a southeastern university to explore successes and barriers in implementing a comprehensive, developmental school counseling program. Findings included significant differences across school levels in programmatic change (p less than 0.001) and responsive services (p = 0.041). Furthermore, primary/elementary school counselors were significantly different from middle and high school counselors in conducting more guidance lessons and collecting enumerative data (p less than 0.01). (Contains 3 tables.)
The Role of School Counselors in the Childhood Obesity Epidemic
Author: Larrier, Yvonne I.
Date: 2011-00-00
Type: Journal Articles
Subjects: Obesity,Public Health,Children,School Counselors,Counselor Role,Child Health,Intervention,Attendance Patterns,Child Development,Advocacy,Cooperation,Counseling Techniques,Holistic Approach,Group Counseling,Cognitive Restructuring,Behavior Modification,Motivation,Interviews,Therapy

Childhood obesity is a significant public health concern. Since 1960, the prevalence of childhood obesity in the United States increased dramatically from 5% to 16.9%. To date many interventions to address obesity in schools have focused on healthy changes to the content of vending machines, school lunches, and the addition of after school activities to increase physical activity. Absent from the professional literature are research and practice suggestions detailing ways school counselors can confront childhood obesity in school settings. The purpose of this article is to explore roles and interventions that school counselors can employ to address this epidemic.
Engineering Professional Development Design for Secondary School Teachers: A Multiple Case Study
Author: Daugherty, Jenny Lynn
Date: 2009-00-00
Type: Journal Articles
Subjects: Engineering Education,Program Effectiveness,Secondary School Teachers,Professional Development,Case Studies,Educational Practices,Delivery Systems,Secondary School Curriculum,Program Evaluation,Comparative Analysis,Science Course Improvement Projects,Technology Education,Decision Making,Program Design

The complexity of engineering and its integration into K-12 education have resulted in a variety of issues requiring sustained empirical research (Johnson, Burghardt, & Daugherty, 2008). One particular area of need, given the emphasis on teacher effects on student learning, is to research engineering-oriented teacher professional development. A lack of publications on the effective practices of engineering-specific professional development projects makes a study investigating mature efforts necessary. Thus, the purpose of this qualitative study was to explore professional development elements for secondary school engineering education. The research questions that guided this study were: (1) What are the primary design elements used to deliver engineering-oriented professional development (logistics, format, activities, instructors, and instructional strategies) and why were these elements selected?; and (2) How do the projects define and evaluate effectiveness? The focus on the professional development design decisions and determinations of effectiveness for secondary school engineering education are particularly important because they are the elements that "designers of professional development have immediate control over and can modify in order to increase their impact on teachers' knowledge, beliefs, and attitudes, and subsequent enactment" (Fishman et al., 2003, p. 646). Each design decision is typically connected to a distinct purpose and level of impact (Speck & Knipe, 2005). By understanding the design decisions of specific projects, the connection to secondary school engineering and its impact on teaching and student learning can be better understood. (Contains 2 tables.)
An Analysis of Children's Literature Featured in the "Books to Briefs" Column of "Technology and Children," 1998-2008
Author: Foster, Patrick N.
Date: 2009-00-00
Type: Journal Articles
Subjects: Childrens Literature,Elementary School Curriculum,Technological Literacy,Reading Instruction,Best Practices,Technology Education,Design,Instructional Effectiveness,Scaffolding (Teaching Technique)

Beginning in 1998, the editors of "Technology and Children" ("T&C") have included 72 different children's books in a regular feature called "Books to Briefs." These columns are offered to teachers as a means of integrating design and technology activities into elementary-school curricula via children's literature. The purpose of this study was to evaluate the first 11 years of "Books to Briefs" columns, both as elementary reading-related activities and as technological literacy activities. Two broad research questions were addressed: (1) To what degree are "Books to Briefs" activities consonant with generally accepted principles of elementary reading instruction?; and (2) How robust are these activities as design challenges? To what degree do they exhibit the characteristics of good technology activities? Suggestions are offered as a way of increasing the degree to which "Books to Briefs" columns represent best practices in education. (Contains 4 figures, 8 tables, and 2 footnotes.)
Technology Adoption for Use in Instruction by Secondary Technology Education Teachers
Author: Kotrlik, Joe W.
Date: 2009-00-00
Type: Journal Articles
Subjects: Technology Education,Teaching Methods,Secondary School Teachers,Computer Uses in Education,Technology Integration,Barriers,Educational Technology,Anxiety,Access to Computers,Age Differences,Gender Differences,Teaching Experience,Teacher Education,Faculty Development,Teacher Attitudes,Computer Attitudes

Research could not be found that addressed how technology teachers are integrating technology in their instruction. However, several studies have been conducted in other areas of career and technical education. Abbot and Fouts (2001) found that over half of the teachers they studied did not routinely use technology in teaching and learning. The lack of technology use in teaching and learning may be related to the adoption of innovations. Fullan indicated that teachers need time to merge their improved knowledge into their instructional practice as a basis for the acceptance of innovations. This study addressed technology education teachers' use of technology in their instruction. The results should contribute to efforts to enable the instructional use of technology to achieve its maximum possible impact. (Contains 8 tables.)
Middle School Children's Thinking in Technology Education: A Review of Literature
Author: Sherman, Thomas M.
Date: 2009-00-00
Type: Information Analyses
Subjects: Educational Strategies,Investigations,Gender Issues,Technology Education,Literature Reviews,Middle School Students,Critical Thinking,Journal Articles,Problem Solving,Cognitive Processes,Science Laboratories,Laboratory Training

In 2006, the authors began a project to understand what happens in middle school technology education classrooms in order to document the goals that technology education teachers pursue, the instructional strategies they use to teach children to meet these outcomes, the measures they use to assess achievement of these goals, and the learning actions that they believe students must engage to master their goals. As part of this project, they identified and reviewed articles appearing in four technology education journals from 1995-2006--"Journal of Technology Education," "Journal of Technology Studies," "Journal of Industrial Teacher Education," and the "International Journal of Technology and Design Education"--that addressed middle school age teaching and students' thinking/learning. In this article, they present their review of articles appearing in these four journals that addressed middle school children's thinking. The review is divided into four sections: The first section summarizes investigations of middle school children's problem solving/design, the second summarizes reports on gender issues, the third addresses laboratory/teaching context, and the final section reviews other issues raised in these journals relating to middle school children's thinking.
The Soul of Technology Education: Being Human in an Overly Rational World
Author: Warner, Scott A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Technology Education,Futures (of Society),Humanism,Educational Philosophy,Teaching Methods,Role of Education,Educational History,Progressive Education,Engineering,Context Effect

If technology education is to become a vital part of the general education curricula, it must recognize the importance of the humanistic aspects of teaching and learning. Warner states that to achieve this goal it will need to examine the story it wishes to tell. If educators choose the storyline written by Edward Thorndike then they will never be able to teach technology education with the full richness it deserves. An alignment with engineering could limit their profession achieving diversity among the students and narrow the content in their courses. Taking this direction would further enhance the mechanistic and analytical views of teaching and learning advocated by Thorndike. If, however, they choose the storyline written by John Dewey, who advocated the humanistic approach to teaching and learning, they put out the welcome mat to all students in the public schools as they not only talk about, but also live the philosophy of a democratic classroom. In the battle for the heart of American education, Thorndike may be winning, but in the long-term conflict for the soul of technology education educators have to ask, do they want to embrace the machine or the human?
"The" Problem in Technology Education (A Definite Article)
Author: Flowers, Jim
Date: 2010-00-00
Type: Journal Articles
Subjects: Technology Education,Opinions,Literature Reviews,Descriptive Linguistics,Classification,Models,Systems Approach,Definitions,Problem Solving,Language Usage,Educational Practices

As with any field, technology education and its close relatives have numerous strengths and weaknesses. One of these weaknesses has too long been overlooked, and it is the subject of this article. One might think of technology education as empowering students, divergently fostering their own creativity. An abundance of design briefs shows that this field seems to encourage students to develop diverse and creative solutions to technological problems. It is ironic, therefore, that dogmatism is prevalent in the curriculum, literature, and research in technology education. In this sense, "dogmatism" refers to "a positive, arrogant assertion of opinion." This article focuses not on larger, overt examples of dogmatism that can easily be spotted, but on small and subtle ones, taking a very narrow approach to attempt to identify some instances of dogmatism in technology education literature by focusing on dogmatic uses of a single English word "the" to falsely imply uniqueness. Illustrative examples are examined with the hope of beginning recognition of this problem by the technology education field. (Contains 1 table.)
STEM Education and Leadership: A Mathematics and Science Partnership Approach
Author: Merrill, Chris
Date: 2010-00-00
Type: Journal Articles
Subjects: Technology Education,STEM Education,Partnerships in Education,Educational Opportunities,Science Course Improvement Projects,Instructional Leadership,Federal Programs,Federal Aid,Change Strategies,Educational Change,Pedagogical Content Knowledge,Teaching Skills,Mathematics Achievement,Science Achievement

The issue of attracting more young people to choose careers in science, technology, engineering, and mathematics (STEM) has become critical for the United States. Recent studies by businesses, associations, and education have all agreed that the United States' performance in the STEM disciplines have placed the nation in grave risk of relinquishing its competitive edge in the marketplace. A Congressional Research Service (2006) report stated that, a "large majority of secondary students fail to reach proficiency in math and science, and many are taught by teachers lacking adequate subject matter knowledge." Students lacking in STEM skills will not have the ability or skills to enter in the professions of science and engineering or areas requiring mathematics, science, and technology literacy. To counteract these circumstances, multiple STEM-based initiatives and funded projects have been developed. The purpose of this paper is to share with the STEM education profession, particularly the technology education community, an explanation of the Federal Mathematics and Science Partnership programs and what this type of funding opportunity can do for technology education's future direction. It is believed that advanced STEM-focused opportunities and experiences, such as those afforded by the Mathematics and Science Partnerships (MSP) program, will strengthen the content knowledge, pedagogy, research (especially action research), and leadership capabilities of teachers. (Contains 1 figure.)
Characterization of a Unique Undergraduate Multidisciplinary STEM K-5 Teacher Preparation Program
Author: O'Brien, Steve
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Environment,Technological Literacy,Thinking Skills,Numeracy,Literacy,Undergraduate Study,Interdisciplinary Approach,STEM Education,Teacher Education,Elementary School Teachers,Majors (Students),Pedagogical Content Knowledge,Program Descriptions,Critical Thinking

The K-5 school years are crucial, setting the framework for all subjects as well as critical thinking skills. The single most important component in a classroom is the teacher. However, in a formative timeframe for elementary-school aged children, the number of K-5 teachers that are educated with a Science, Technology, Engineering or Math specialization (&quot;STEM&quot;) is substantially underrepresented. At The College of New Jersey (TCNJ) it was felt that the Department of Technological Studies was well positioned to provide a unique academic major by combining the T&amp;E with the M&amp;S components of STEM, resulting in a program breadth that matches the breadth of skills needed by a highly skilled K-5 teacher. Such a program was established at TCNJ and is formally referred to as the Math-Science-Technology or MST program. It was demonstrated that a multidisciplinary MST program was successful both in terms of growth and content knowledge. The MST program should be particularly well-suited to today's educational environment in which substantial numbers of students in STEM-related areas are lost, their scores are low on quantitative literacy, and they would likely score low on measures of technological literacy (Steen, 2001). (Contains 6 figures and 2 tables.)