ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of Action Plans -- Did the Plans End up in a Drawer?
Author: Ask, Anne Selvik
Date: 2019-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Elementary School Teachers,Secondary School Teachers,Planning,Foreign Countries,Program Implementation,Inservice Teacher Education,Time Management,Creativity,Active Learning,Student Participation,Interdisciplinary Approach,School Business Relationship,Productivity,Learning Strategies,Barriers

The University of Agder has organized five courses in entrepreneurship (2012-2017) for teachers in primary and secondary school. Emphasis has been on student-active teaching methods, and each participant developed an action plan for entrepreneurship in their schools. The aim of this research was to investigate what happened to the action plans: were the plans implemented or placed in a drawer? What support did the participants receive, and what challenges did they meet? A questionnaire was sent to all course participants (n=126) using SurveyXact, asking about the action plans: Were they implemented, partly implemented, or put aside? Most respondents (87%) implemented or partly implemented the plan. Those who implemented the plan received support from their management and/or colleagues. Attending the course with a colleague increased the implementation rate. Common challenges were time, uncooperative colleagues and students, and lack of support from the management.
Invariance Person Estimate of Basic Education Certificate Examination: Classical Test Theory and Item Response Theory Scoring Perspective
Author: Ayanwale, Musa Adekunle
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Theory,Item Response Theory,Scoring,National Competency Tests,Foreign Countries,Mathematics Tests,Multiple Choice Tests,Secondary School Students,Scores,Differences

A scoring framework that does not reflect true performance of an examinee would ultimately result in an abnormal score. This study assessed invariance person estimates of 2017 Nigerian National Examinations Council Basic Education Certificate Examination Mathematics Multiple Choice using classical test theory (CTT) and item response theory (IRT) scoring frameworks. The study adopted survey design method. Simple random sampling technique was adopted to select 978 subjects (425 males, 553 females, M=12 years) for the study. One research instrument was used. Data were analyzed using descriptive and paired sample t-tests. There was significance difference (t = 2.635, df = 977, p = 0.01) in the overall mean score of CTT (mean=50.70, SD=10.30) and IRT (mean=47.78, SD=8.49). Also, IRT method of scoring produced different test scores for examinees who had the same raw scores under the CTT method. National Examinations Council should be encouraged to shift their paradigm of scoring from CTT to IRT method.
In My Own Words: Exploring Definitions of Mental Health in the Rural Southeastern United States
Author: Crowe, Allison
Date: 2019-00-00
Type: Journal Articles
Subjects: Definitions,Mental Health,Mental Disorders,Cognitive Ability,Well Being,Rural Areas,Health Education,Holistic Approach,Vocabulary,Patients,Emotional Response,Behavior

The following study assessed the utility of the U. S. Department of Health and Human Services' definition of mental health among participants in the rural Southeastern United States. Using deductive coding, qualitative results revealed that participants do not conceptualize mental health in comprehensive terms. Rather, they tend to describe mental health with a focus on cognition. The sample articulated &quot;well-being&quot; to describe mental health; however, they most often connected it to cognition. The findings suggest that rural communities could benefit from mental health education with a holistic approach and that the use of the term well-being provides a pathway for clinical connections. Future research should consider interviewing rural participants to gather more detail on their definitions and understanding of mental health.
She&apos;s Just a Prostitute: The Effects of Labels on Counselor Attitudes, Empathy, and Rape Myth Acceptance
Author: Litam, Stacey Diane Aranez
Date: 2019-00-00
Type: Journal Articles
Subjects: Labeling (of Persons),Counselor Attitudes,Counselor Characteristics,Empathy,Predictor Variables,Rape,Misconceptions,Crime,Sexual Abuse,Sexuality,Counselor Training,Social Bias,Barriers,Victims of Crime,Violence,Social Desirability

This study examined whether attitudes based on labels and counselor demographics predicted empathy and rape myth acceptance in counselors. A difference in attitudes based on the labels of either &quot;prostitute&quot; or &quot;sex trafficking&quot; was found. Attitudes based on labels and counselor demographics additionally predicted scores of empathy and rape myth acceptance. The importance of obtaining training on human sex trafficking was identified. The implications of these findings are discussed within the areas of counseling, counselor education, and counselor supervision, including challenging stigmatizing beliefs about individuals who have experienced commercial sexual exploitation, incorporating discussions about human sex trafficking into counselor education courses, and learning about resources and trauma-informed techniques that empower trafficked clients and support counseling supervisees.
The Mental Health Facilitator Program: A Multi-Country Evaluation of Knowledge and Skills Acquisition
Author: Wagener, Alwin E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mental Health,Mental Disorders,Developing Nations,Economically Disadvantaged,Allied Health Personnel,Training,Foreign Countries,Program Effectiveness,Knowledge Level

The global burden of disease related to mental health is astronomical and growing, with underprivileged countries being disproportionately affected. The Mental Health Facilitator (MHF) program was designed by the National Board for Certified Counselors (NBCC) to address the need for greater mental health support within international communities lacking adequate mental health practitioners to provide services. The MHF program trains individuals within communities to provide support and necessary referrals for those struggling with mental health challenges. This study assesses the effectiveness of MHF trainings conducted in a diverse subset of countries and communities. Initial findings from the analyses found significant gains in participants' knowledge of mental health and mental health facilitation skills across training populations.
Practicing Counselors, Vicarious Trauma, and Subthreshold PTSD: Implications for Counselor Educators
Author: Lanier, Bethany A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Trauma,Symptoms (Individual Disorders),Posttraumatic Stress Disorder,Counselors,Incidence,Stress Variables,Counselor Educators,Counselor Training,Emotional Response,Individual Characteristics

The purpose of this study was to gain an understanding of the relationship between vicarious trauma (VT) symptoms and subthreshold post-traumatic stress disorder (PTSD) symptoms among practicing counselors. The researchers determined the frequency of VT symptoms and subthreshold PTSD symptoms experienced among practicing counselors and common contributing factors that participants felt contributed to the development of VT symptoms. Implications are presented for counselor educators to determine how they best can prepare students.
The Medicare Mental Health Coverage Gap: How Licensed Professional Counselors Navigate Medicare-Ineligible Provider Status
Author: Fullen, Matthew C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Health Insurance,Social Services,Counselors,Access to Health Care,Mental Health,Barriers,Federal Legislation,Mental Disorders,Eligibility,Public Policy

This interpretative phenomenological analysis explored licensed professional counselors' experiences of turning away Medicare beneficiaries because of the current Medicare mental health policy. Researchers used semi-structured interviews to explore the client-level barriers created by federal legislation that determines professional counselors as Medicare-ineligible providers. An in-depth presentation of one superordinate theme, &quot;ineffectual policy,&quot; along with the emergent themes &quot;confounding regulations,&quot; &quot;programmatic inconsistencies,&quot; and &quot;impediment to care,&quot; illustrates the proximal barriers Medicare beneficiaries experience when actively seeking out licensed professional counselors for mental health care. Licensed professional counselors' experiences indicate that current Medicare provider regulations interfere with mental health care accessibility and availability for Medicare-insured populations. Implications for advocacy are discussed.
High School Counselor Contacts as Predictors of College Enrollment
Author: Tang, Angela K.
Date: 2019-00-00
Type: Journal Articles
Subjects: High Schools,School Counselors,Predictor Variables,College Attendance,Counselor Client Relationship,High School Students,Enrollment,Ethnicity,Racial Differences,Grade Point Average,Socioeconomic Status,College Planning,Goal Orientation,Grades (Scholastic),Social Capital

Based on archival data from an urban school district, this retrospective correlational study examined the extent to which certain types of student-school counselor contacts, based on a student-report high school exit survey, could predict high school students' postsecondary enrollment in 2- and 4-year colleges within 5 years of graduating from high school. In addition to these variables, information such as ethnicity, grade point average, and free and reduced lunch status were used to identify other trends in the data. Multiple logistic regression analysis showed that counselor contact regarding college planning and attendance and demographic information regarding free and reduced lunch status were significant predictors of postsecondary enrollment. Counselor contact regarding goal setting, concerns about grades, and needing more college information did not significantly predict postsecondary college enrollment. Findings suggest some school counselor duties can serve as sources of social capital, which can help increase student social capital.
An Unconventional Education: A Letter to Basic Writing Practicum Students
Author: Bernstein, Susan Naomi
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Basic Writing,Practicums,Writing Instruction,Interdisciplinary Approach,Advocacy,Academic Language,Writing Processes,Theory Practice Relationship,Critical Literacy,Race

This essay, in letter form, introduces graduate-level study in Basic Writing to practicum students. It situates teaching practices within Basic Writing histories and pedagogies, and invites readers to focus widely, read deeply, and keep writing. Included are lessons from Bernstein's experiences in presenting David Bowie's artistic and cultural contributions, reading James Baldwin, addressing racial literacy, and becoming a neurodiverse writer and teacher of Basic Writing.
Humanistic Learning Theory in Counselor Education
Author: Purswell, Katherine E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Humanism,Counselor Training,Accreditation (Institutions),Learning Theories,Teacher Attitudes,Counselor Educators,Values,Standards,Accountability,Teacher Student Relationship,Barriers

The purpose of this paper is to explain how humanistic learning theory is applicable to current counselor education practices. A review of humanistic learning theory and the rationale for the application of the learning theory to counselor education provide a framework for application of these concepts to counselor education classrooms. Specifically, a person-centered framework is applied to the seeming incompatibility of external accreditation standards and humanistic learning theory. I propose suggestions for implementing humanistic, person-centered learning theory within counselor education programs and courses, focusing special attention on the attitudes and values of the counselor educator as these principles are applied.
A Tale of Two Generations: How We Were Taught, and What We Learned (or Not)
Author: Villanueva, Victor
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,Basic Writing,Educational History,Oral Language,Written Language,Social Bias,LGBTQ People,Graduate Study,Racial Bias,Politics of Education,Literacy

For this essay, the authors provide an &quot;introspective retrospective.&quot; A senior scholar of basic writing provides his views on the development of basic writing as one who began graduate school in rhetoric and composition two years after Mina Shaughnessy's 1977 Errors and Expectations. That perspective carries us through the discussions that took place during the 1980s and early 1990s. Of note are the ways in which a discussion that began with providing greater access to students who would not otherwise have entered the university eventually became racialized, given perceptions of orality versus literacy, with basic writers having been deemed as oral learners and thereby cognitively insufficient. That perception is then complicated by a junior scholar who came to basic writing in 2012, when basic writing studies was no longer offered within the graduate program in which she entered. She provides her own introspective on how she has experienced the learning about and the teaching of basic writing. Together, the authors speculate on the political implications of the current status of basic writing.
Neuroscience for Counselors: Recommendations for Developing and Teaching a Graduate Course
Author: Duenyas, Deborah L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Neurosciences,Counselor Training,Counselors,Teaching Methods,Counseling Techniques,Brain,Experiential Learning,Cooperative Learning,Information Technology,Ethics,Cultural Influences,Cultural Relevance

In recent decades, professional counselors have increasingly focused on neuroscience to inform their case conceptualization and treatment planning with clients. With the additional lens of neuroscience, both the counselor and client can gain new understandings of the client's issues and improve the quality of the therapeutic relationship. The benefits of integrating neuroscience into the profession of counseling (i.e., neuroscience-informed counseling) are being documented in the scholarly literature; however, information on integrating neuroscience-informed counseling into the counselor education curriculum is sparse. This article describes one teaching approach for a neuroscience-informed counseling course. The structure of the course, methods for effective instruction, and ethical and cultural considerations are discussed.
Re-Examining Constructions of Basic Writers&apos; Identities: Graduate Teaching, New Developments in the Contextual Model, and the Future of the Discipline
Author: Gray-Rosendale, Laura
Date: 2018-00-00
Type: Journal Articles
Subjects: Basic Writing,Identification,Teaching Methods,Assignments,Graduate Students,Active Learning,Student Projects,Writing Research,Reading Materials,Course Organization

This essay extends arguments made by Gray-Rosendale in two earlier essays published within the Journal of Basic Writing (1999 and 2006), ones that focused on how basic writers' identities were being constructed in our scholarship. She traced developments in various approaches--developmentalist and grammar-based models (1970s), academic discourse models (1980s), conflict models (1990s), and contextual models (2000s). The present article outlines strategies for teaching &quot;Teaching Basic Writing,&quot; a graduate course that she has taught for over twenty years at Northern Arizona University. Gray-Rosendale also examines exciting recent trends in the contextual model by analyzing three key essays that have appeared in JBW. Finally, based upon what she discovers, she offers insights about the future of the contextual model, the future of her graduate course, and the future of the discipline.
Global Compassion Fatigue: A New Perspective in Counselor Wellness
Author: Robino, Ariann Evans
Date: 2019-00-00
Type: Journal Articles
Subjects: Altruism,Emotional Response,Counselor Client Relationship,Wellness,Stress Variables,Counselors,Advocacy,Fatigue (Biology),Mental Health,Mass Media Effects,Symptoms (Individual Disorders),At Risk Persons,Minority Groups,Social Justice

Explanations of compassion fatigue generally consider the client--counselor relationship as the primary source of challenges to wellness. Because of the nature of the current sociopolitical climate and the increased exposure through media, the counseling profession should consider expanding the influences on compassion fatigue related to current events. This article introduces the concept of &quot;global compassion fatigue&quot; (GCF), a phenomenon that provides an opportunity for counselor self-awareness. Implications for adopting GCF into the counselor impairment literature include understanding how global events impact counselor development and clinical practice as well as the importance of maintaining a wellness lifestyle to protect against its effects. Counselors' involvement in advocacy and social justice are also explored as contributors to GCF.
Faculty Development and a Graduate Course for Pre-Service and In-Service Faculty: Finding and Enacting a Professional Identity in Basic Writing
Author: Uehling, Karen S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Graduate Study,Preservice Teacher Education,Inservice Teacher Education,Writing Teachers,Writing Instruction,Basic Writing,Professional Identity,Adjunct Faculty,Communities of Practice,Computer Mediated Communication,Sense of Community,Teaching Skills,Teaching Conditions

This essay considers the critical need for pre-service and in-service basic writing faculty to define and enact a professional identity, specifically within the context of faculty development and graduate course settings. The essay describes a graduate course in teaching basic writing offered primarily online with four in-person weekend workshops. As a result, the course has faculty development implications. Key features of the class are professional mentoring through participation in the Council on Basic Writing discussion list, which offers visibility for students as emerging basic writing professionals; creation of Composition Frequently Asked Questions wiki material on basic writing, which serves as a kind of intermediary &quot;publication&quot;; and encouragement to present at conferences and submit manuscripts. The essay also explores the issue of faculty development generally for emerging and current basic writing professionals who are often working as contingent faculty and asks how a professional identity can be developed given these realities.
Individual and Relational Predictors of Compassion Fatigue among Counselors-in-Training
Author: Can, Nesime
Date: 2019-00-00
Type: Journal Articles
Subjects: Counselor Training,Resilience (Psychology),Altruism,Fatigue (Biology),Burnout,Wellness,Correlation,Empathy,Supervisor Supervisee Relationship,Intervention,Prevention,Counselor Educators,Teaching Methods,Trauma,Counselor Client Relationship,Quality of Life,Measures (Individuals),Clinical Experience,Graduate Students,Masters Programs,Student Attitudes

Scholars have described compassion fatigue as the result of chronic exposure to clients' suffering and traumatic stories. Counselors can struggle when they experience compassion fatigue because of various reasons. As such, an exploration of factors predictive of compassion fatigue may help counselors and supervisors buffer adverse effects. Utilizing a hierarchical linear regression analysis, we examined the association between wellness, resilience, supervisory working alliance, empathy, and compassion fatigue among 86 counselors-in-training (CITs). The research findings revealed that resilience and wellness were significant predictors of compassion fatigue among CITs, whereas empathy and supervisory working alliance were not. Based on our findings, counselor educators might consider enhancing their current training programs by including discussion topics about wellness and resilience, while supervisors consider practicing wellness and resilience strategies in supervision and developing interventions designed to prevent compassion fatigue.
Promoting Doctoral Student Researcher Development through Positive Research Training Environments Using Self-Concept Theory
Author: Lamar, Margaret R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Doctoral Students,Researchers,Student Development,Educational Environment,Doctoral Programs,Counselor Educators,Counselor Training,Professional Identity,Socialization,Sequential Approach,Self Efficacy,Teacher Student Relationship,Positive Reinforcement,Self Concept

Conceptualizing doctoral training programs as research training environments (RTEs) allows for the exploration of theory to help counselor educators facilitate doctoral students' development from practitioners toward counseling researchers. Researchers have proposed self-concept theory as a way to understand identity development. In this article, the authors applied self-concept theory to understand how researcher identity may develop in a counseling RTE. Organizational theory also is described, as it provides insight for how doctoral students are socialized to the profession. Suggestions are made for how counselor education programs can utilize self-concept theory and organizational theory to create positive RTEs designed to facilitate researcher development.
Superintendents&apos; Perceptions Regarding the Supervision and Evaluation of Principals in a Rural State
Author: Hvidston, David
Date: 2019-00-00
Type: Journal Articles
Subjects: Superintendents,Administrator Attitudes,Supervision,Principals,Rural Schools,Administrator Evaluation,Administrator Qualifications,Employment Experience,Interpersonal Communication

The goals for this quantitative study were to examine superintendents' perceptions regarding their own supervision and evaluation of principals in a rural state. Five research questions guided the qualitative inquiry: (1) What are the perceptions of superintendents' regarding their supervision of principals?; (2) What are the perceptions of superintendents' regarding their evaluation of principals?; (3) What are the perceptions of novice and experienced superintendents regarding principals' formative supervision?; (4) What are your greatest strengths as you supervise and evaluate principals?; and (5) What recommendations would you give to improve your supervision and evaluation of principals? An online survey tool was used to gather perceptions from superintendents regarding their own evaluation and supervision of principals. Participants solicited included all 48 superintendents from a rural Mountain West state. Out of the participants solicited 23 superintendents agreed to participate (48% response rate). Results from this study provided implications for those who train superintendents and those who supervise and evaluate principals.