ethanporcaro/eric-fulltext-meta huggingface dataset:
Where Are We Now? An Updated Review of the School Counseling Literature for Trends and Themes
Author: Zagelbaum, Adam
Date: 2014-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Literature Reviews,Journal Articles,Trend Analysis,Mental Health,Academic Achievement,Comparative Analysis,Accountability,Stress Variables,Professional Development,Supervision

The present study is a follow-up to an earlier investigation of themes and trends in school counseling journals. The original study examined articles pre- and post-merger of the American School Counseling Association (ASCA) journal(s) for content reflecting themes evolving from the Education Trust Initiative. This study evaluated literature reflected in the &quot;Professional School Counseling&quot; (&quot;PSC&quot;) journal articles since the adoption of the ASCA National Model to assess trends as well as to identify current values and issues in the profession. The results suggest content in professional journals is reflective the ASCA National Model and suggestions are offered regarding future publications.
Using Motivational Interviewing with School-Age Bullies: A New Use for a Proven, Evidence-Based Intervention
Author: Juhnke, Brenna A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Motivation,Interviews,Bullying,Intervention,School Counseling,Student Behavior,Behavior Modification,Psychological Patterns,Behavior Problems,Counselor Role,Counseling Techniques,Elementary Schools,Secondary Schools

Motivational interviewing is a proven, evidence-based intervention. It has been successfully utilized as a potent intervention with students presenting a broad range of concerns from substance abuse to obesity. To date, however, no articles exist within the general counseling literature or the &quot;Journal of School Counseling&quot; specifically describing how to utilize motivational interviewing with school-aged bullying perpetrators. This article will describe how school counselors can effectively utilize motivational interviewing with bullying school-age youth.
The Role of Advanced High School Coursework in Increasing STEM Career Interest
Author: Sadler, Philip M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Instruction,Secondary School Science,High Schools,STEM Education,Career Awareness,Advanced Placement,Career Choice,Correlation,Mathematics Instruction,Occupational Aspiration,Calculus,Biology,Physics,Predictor Variables,Undergraduate Students,Two Year College Students,Grades (Scholastic),Gender Differences,Student Characteristics,Middle Schools,Statistical Analysis,Regression (Statistics),Student Surveys

Several avenues are open to students who wish to study advanced science or mathematics in high school, which include Advanced Placement courses and teacher-designed courses unaffiliated with organized programs. We employ a retrospective cohort study of 4,691 nationally representative college students at 34 randomly selected, colleges and universities to examine the relationship between taking advanced high school courses and students' interest in pursuing a STEM career, while controlling for prior interests and experiences. We are able to distinguish between those students choosing to take an additional year in a science or math subject from those taking Advanced Placement (AP), which is most commonly taken as a second year course, but is increasingly taken as a first year course. We find that the number of years of a science or math subject taken in high school is associated with significant increases in STEM career interest, with results differing by subject. Taking AP courses in science or calculus appear to have no significant impact on STEM career interest over that of other advanced, non-AP courses. Taking calculus, a second year of chemistry, or one or two years of physics all predict large increases in STEM career interest. Additional years in biology and other subjects show no such relationship.
School Counselors&apos; Constructions of Student Confidentiality
Author: Trice-Black, Shannon
Date: 2013-00-00
Type: Journal Articles
Subjects: School Counselors,Confidentiality,Counselor Client Relationship,Ethics,Counselor Attitudes,Qualitative Research,Phenomenology,Trust (Psychology),School Culture,Counselor Training,Graduate Study,Professional Development,Elementary Schools,Middle Schools,Secondary Schools,Public Schools,Semi Structured Interviews,Work Experience

Confidentiality in counseling relationships helps ensure trust between clients and counselors. Yet, defining and understanding the boundaries of confidentiality in school settings is often difficult, as school counselors are engaged in multiple relationships with various stakeholders. This qualitative phenomenological study explores the experiences of nine practicing school counselors to answer the following two research questions: 1) how do professional school counselors respond to ethical issues related to student confidentiality as they perform their responsibilities within the school community? And, 2) how do school counselors believe members of the school community perceive student confidentiality? Upon analysis, two main themes emerged from participants&apos; narratives: relationships and training. Subthemes were also present for each of the two main themes. Under relationships, subthemes include trust, school culture, teamwork and consultation. Under training, subthemes of graduate training, professional development, and experience emerged. Implications for counselor educators and school counseling graduate programs are discussed.
Vision: A Conceptual Framework for School Counselors
Author: Watkinson, Jennifer Scaturo
Date: 2013-00-00
Type: Journal Articles
Subjects: School Counselors,Models,Leadership,School Counseling,Professional Associations,Objectives,Communication (Thought Transfer),Marketing

Vision is essential to the implementation of the American School Counselor Association (ASCA) National Model. Drawing from research in organizational leadership, this article provides a conceptual framework for how school counselors can incorporate vision as a strategy for implementing school counseling programs within the context of practice. Specific attention is given to how school counselors craft, communicate, and market their school counseling vision to gain support from teachers and administrators to implement comprehensive school counseling programs fashioned after the ASCA National Model.
Early Career School Counselors' Training Perspectives: Implications for School Counselor Educators
Author: Slaten, Christopher D.
Date: 2013-00-00
Type: Journal Articles
Subjects: School Counselors,Entry Workers,Interviews,Qualitative Research,Work Experience,Counselor Training,Counselor Role,Graduate Study,Improvement,Models,Elementary Secondary Education

The current study examined early career professional school counselors' experiences related to their work as mental health professionals in schools. Nine individuals participated in qualitative interviews that were analyzed using consensual qualitative research methods (Hill, 2012). All individuals were professional school counselors trained in accredited programs and had three or fewer years of post-degree experience in their schools. Implications for school counseling educators that train school counselors and suggestions for future advocacy are presented. This study provides important information for both training programs and school systems to better understand the unique skills of school counselors and the emerging needs of the students they serve.
Modeling Instruction: The Impact of Professional Development on Instructional Practices
Author: Barlow, Angela T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Qualitative Research,Faculty Development,Program Effectiveness,Teaching Methods,Teaching Skills,Observation,Interviews,Program Implementation,Fidelity,Models,Science Instruction,Attitude Measures,Teacher Attitudes,Secondary School Science,Secondary School Teachers,Science Teachers,Pedagogical Content Knowledge,Summer Programs,Check Lists,Lesson Plans,Planning,Classroom Communication,Classroom Environment,Teacher Student Relationship

Modeling Instruction holds the potential for transforming science instruction and improving student achievement. Key to the success of Modeling Instruction, however, is the fidelity of implementation of its curriculum. This qualitative study examined the impact of Modeling Instruction professional development on participating teachers' instructional practices. Through classroom observations and interviews, participants provided insight into challenges that impact fidelity of implementation. Participants for whom the professional development had no impact shared an additive view of the professional development along with external challenges that represented a misalignment between participants' goals and those of Modeling Instruction. Participants within the medium impact group held either transformative or additive views of the professional development. These participants described external challenges, which were closely related to their internal challenges. These internal challenges represented a cognitive dissonance that led to low fidelity of implementation. Finally, participants within the high impact group held a combination of both transformative and additive views of the professional development. These participants felt that they were reform-oriented prior to beginning the professional development, although the observations for two of the participants did not reveal this. The remaining participant's observation confirmed that she indeed practiced reform-oriented instruction prior to beginning the professional development, which likely supported her high fidelity of implementation. Implications for professional development providers are offered.
Building on Strengths and Addressing Challenges: Enhancing External School Counseling Program Evaluation
Author: Martin, Ian
Date: 2014-00-00
Type: Journal Articles
Subjects: School Counseling,Program Evaluation,Evaluation Methods,Guidelines

This conceptual paper outlines the implications associated with increasing external evaluation within school counseling programs. The authors propose that enhancing external evaluation may help to both strengthen school counseling programs and enhance their legitimacy within increasingly competitive and academically focused school systems. More specifically, the authors identify school-based evaluation (SBE) as a relevant and pragmatic tool to better support internal program evaluation strengths that already exist in the field through more intentional external program evaluation strategies. Two positive cases of external program evaluation are presented and discussed from an SBE perspective. Finally, the authors offer practitioners guidelines for building external SBE school counseling program evaluation practices and structures within their own local contexts.
A Professional Learning Community Activity for Science Teachers: How to Incorporate Discourse-Rich Instructional Strategies into Science Lessons
Author: Lewis, Elizabeth
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Instruction,Communities of Practice,Teaching Methods,Faculty Development,Learner Engagement,Lesson Plans,Planning,Inquiry,Classroom Communication,Writing Assignments,Language Skills,Learning Processes,Academic Standards,Interdisciplinary Approach,Water,Learning Activities,Secondary School Science,High Schools

In this article we describe current educational research underlying a comprehensive model for building a scientific classroom discourse community. We offer a professional development activity for a school-based professional learning community, providing specific science instructional strategies within this interactive teaching model. This design activity provides a quick and practical means of transforming science lessons to be more engaging for students. Through this activity teachers can redesign any science lesson by focusing on each of the five core components of a scientific classroom discourse community: (a) scientific inquiry, (b) oral discourse, (c) written discourse, (d) academic language development, and (e) learning principles. By using this structure teachers will be better able to meet the &quot;Next Generation Science Standards&quot; and facilitate greater interdisciplinary learning. An example of a redesigned water cycle lesson is provided.
An Ethics Challenge for School Counselors: Part 2
Author: Hicks, Janet G. Froeschle
Date: 2014-00-00
Type: Journal Articles
Subjects: School Counselors,Ethics,Standards,Decision Making,Confidentiality,Legal Responsibility,Trust (Psychology),Privacy,Parent Rights,Student Rights,Counselor Client Relationship

Ethical and legal issues are dealt with daily by school counselors (Bodenhorn, 2006; Moyer, Sullivan &amp; Growcock, 2012). Despite the prevalence of these issues, few resources exist to assist these professionals when making ethical and legal decisions. In addition, a lack of supervision for school counselors and managing complexities inherent when working with minors creates a need for continuous training (Moyer, Sullivan, &amp; Growcock, 2012; Remley &amp; Herlihy, 2007). As a result, this article intends to assist school counselors in making proper ethical and legal decisions. Each ethical dilemma is described via a quiz format to further ethical knowledge and discussion. Real cases, as submitted by school counselors, are described and followed by suggestions as based on ethical codes. [See EJ885152 for Part 1.]
Abandoning Colorblind Practice in School Counseling
Author: Smith, Lance C.
Date: 2014-00-00
Type: Journal Articles
Subjects: School Counseling,Counseling Techniques,Racial Factors,Student Diversity,Disproportionate Representation,Social Bias,Social Justice,Cultural Relevance,Cultural Pluralism,Vignettes,Individual Differences,Cultural Differences

Drawing from three case vignettes and the extant literature, the authors seek to identify, problematize, and expand the discussion on colorblind approaches to diversity within the practice of school counseling. The authors discuss how such an approach to working with students from under-represented groups subtly blames the victim, limits the development of equity by positioning critical dialogues as counter-productive, and inhibits the understanding of within-group differences. The article concludes with suggestions for how school counselors can enhance the services they provide to students of various social locations by abandoning colorblind practices and choosing to remove their difference blindfolds.
School Counselors&apos; Use of Solution-Focused Tenets and Techniques in School-Based Site Supervision
Author: Cigrand, Dawnette L.
Date: 2014-00-00
Type: Journal Articles
Subjects: School Counselors,Psychotherapy,Supervision,Elementary Secondary Education,Online Surveys,Counselor Training,Counseling Techniques

The tenets and techniques of solution-focused (SF) theory have potential for application to school counseling site supervision; however, research on the use of these practices in site supervision is needed. This study examined the extent to which school counseling site supervisors integrated SF tenets and techniques into their supervisory practices. Researchers surveyed 74 school counselors across the United States to identify which SF techniques were used by school counselors in supervision, and to determine if the tenets of SF were evident in their supervision work. Results indicate that school counselors do agree with basic SF tenets and are already using SF techniques in site supervision of interns. Implications for research, training and practice are discussed.
Science Instructional Leadership: The Role of the Department Chair
Author: Peacock, Jeremy S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Department Heads,Science Education,Science Teachers,High Schools,Secondary School Science,Instructional Leadership,Literature Reviews,Leadership Responsibility,Pedagogical Content Knowledge,Context Effect,Problem Solving,Collegiality,Educational Environment,Advocacy,Barriers

With science teachers facing comprehensive curriculum reform that will shape science education for decades to come, high school department chairs represent a critical resource for instructional leadership and teacher support. While the historical literature on the department chair indicates that chairs are in prime positions to provide instructional leadership, it is also clear that chairs' ability to provide such leadership is limited by lack of line authority, time, role conflict, and ambiguity. Yet the literature and practical experience indicates that department chairs can exert a positive and important influence on instruction and learning within high school science classrooms. Drawing on a historical review of the literature on high school department chairs and on recent literature in science education and instructional leadership, this article presents a conceptual model of science instructional leadership for high school department chairs and discusses implications for researchers and practitioners. The model includes four interdependent leadership capabilities for science instructional leaders: (1) science leadership content knowledge, (2) negotiating context and solving problems, (3) building a collegial learning environment, and (4) advocating for science and science education.
School Counseling in Disciplinary Alternative Education Programs
Author: Mullen, Patrick R.
Date: 2013-00-00
Type: Journal Articles
Subjects: School Counseling,Nontraditional Education,Discipline,Student Characteristics,Family Influence,Counselor Role,School Counselors,Influences

Disciplinary alternative education programs (DAEP) service many students; however, limited literature is published for school counselors working in these schools. Therefore, this manuscript provides a conceptual foundation for counselors working with students attending DAEPs. Specifically, the manuscript (a) reviews the types of alternative education schools in the United States; (b) introduces the individual, academic, and family factors of students in DAEPs; and (c) presents implications for counselors in DAEPs to support service delivery.
A Comparison of Self-Monitoring with and without Reinforcement to Improve On-Task Classroom Behavior
Author: Davis, Tonya N.
Date: 2014-00-00
Type: Journal Articles
Subjects: Self Management,Reinforcement,Behavior Modification,Student Behavior,Comparative Analysis,Intervention,High School Students,Outcomes of Treatment,School Counseling

In this study we analyzed the effects of a self-monitoring and self-monitoring plus reinforcement intervention on classroom behavior. A typically-developing high school student demonstrating difficulty staying on-task during classroom instruction was observed in three classroom settings associated with high levels of off-task behavior. During baseline, the participant was observed during typical classroom activities. Next, the participant was taught to self-monitor his on-task classroom behavior, but no additional reinforcement was provided. Finally, self-monitoring plus reinforcement was implemented, in which tangible reinforcement was provided for on-task behavior. A multiple baseline across settings design was implemented. Findings suggest that only the self-monitoring plus reinforcement intervention had a marked effect on on-task behavior.
A Longitudinal Study of a 5th Grade Science Curriculum Based on the 5E Model
Author: Scott, Timothy P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Grade 5,Elementary School Science,Science Curriculum,School Districts,College School Cooperation,Longitudinal Studies,Scores,Science Achievement,Textbooks,Teaching Models,Training,Teaching Methods,Achievement Gap,Comparative Analysis,Statistical Analysis,Gender Differences,Ethnicity,Racial Differences,Interaction,Time,Minority Group Students

The Center for Mathematics and Science Education at Texas A&amp;M University contracted with Region 4 Education Service Center (ESC) and a large, diverse school district to conduct a longitudinal study from 2005-2009. The state achievement test scores of 5th graders who were taught using a Grade 5 science textbook designed by Region 4 ESC were analyzed in this study. While the text emphasized instruction via the 5E Instructional Model, the study was undertaken to determine if sustained training and utilization of the texts by teachers and students changed the participating district's science achievement gaps at Grade 5. The school district provided their 5th grade student state science achievement test scores. Baseline data were generated from 2004-2005 scores and compared with scores from 2005-2009. Descriptive statistics were used to determine group means, standard deviations, and standard errors. Analysis of variance (ANOVA) tests were used to differentiate state science achievement group means by Test Administration Date, Gender and Ethnicity. Analysis of means by ethnicity revealed an observable achievement gap between White, African American, and Hispanic students. Science scale score means by ethnicity increased over the 5-year span. While significant 2-way interactions were determined between Test Administration Date and Gender, Test Administration Date and Ethnicity, and Gender and Ethnicity, the effect for the interactions were all small. Thus the SMEs for the interactions were not provided. Overall, the district's African American and Hispanic achievement gaps were greatly reduced, more so than the state achievement gap during the same time period.
Zambian Pre-Service Chemistry Teachers' Views on Chemistry Education Goals and Challenges for Achieving Them in Schools
Author: Banda, Asiana
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Chemistry,Science Instruction,Science Teachers,Student Attitudes,Questionnaires,Likert Scales,Educational Objectives,Goal Orientation,Scientific Literacy,Knowledge Level,Scientific Methodology,Individual Needs,Social Problems,Career Awareness,Student Surveys,Reliability,Statistical Analysis,Teacher Education

This study examined Zambian preservice chemistry teachers' views on the goals of chemistry education, the importance of the goals, and challenges for achieving them in schools. The study sample was comprised of 59 pre-service chemistry teachers at the University of Zambia. Data were collected using a modified Likert-scale questionnaire that was initially developed by Gayon (2010). In general, teachers were positive about the goals of chemistry education in schools. However, the pre-service chemistry teachers did not rank the five goals of chemistry education equally. Instead, the pre-service chemistry teachers ranked the goals of chemistry education in the following descending order: Career awareness, Scientific method, Personal needs, Scientific knowledge, and Societal issues. A similar trend was revealed in the participants' ranking of the important goals of chemistry education in the following order of importance: Career awareness, Scientific methods, Scientific knowledge, Personal needs, and Societal issues. Teachers perceived lack of resources, and teacher preparation and development as the primary challenges for achieving the goals of chemistry education in schools. These findings have implications on chemistry teaching and learning, and teacher education.