ethanporcaro/eric-fulltext-meta huggingface dataset:
Making DATA Work: A Process for Conducting Action Research
Author: Young, Anita
Date: 2013-00-00
Type: Journal Articles
Subjects: Action Research,Data,Decision Making,School Counseling,Accountability,Academic Achievement,Achievement Gap,Program Effectiveness,Empowerment,Change Agents,Interprofessional Relationship,Research Design,Research Administration,Data Analysis,High Schools,Urban Schools

This conceptual model introduces a process to help school counselors use data to drive decision making and offers examples to implement the process. A step-by-step process is offered to help school counselors and school counselor supervisors address educational issues, close achievement gaps, and demonstrate program effectiveness. To illustrate the model, stakeholders use accountability strategies that address academic achievement issues, empower school counselors to be change agents, and build relationships with teachers and administrators is described.
Change-Agent-for-Equity (CAFE) Model: A Framework for School Counselor Identity
Author: Mason, Erin C. M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Change Agents,Professional Identity,School Counselors,Models,Justice,Advocacy,Cooperation,Leadership,Change,Evaluation,Suspension,Racial Discrimination,Disability Discrimination,Disproportionate Representation,School Counseling,Counselor Training

Significant recent influences in the profession have provided clear direction about what school counseling programs should look like but have not explicitly defined the professional identity necessary to enact these programs. A Change-Agent-for-Equity (CAFE) Model draws from the American School Counselor Association National Model (2003, 2005, 2012) and the tenets of the National Center for Transforming School Counseling (Martin, 2002), proposing that the school counselor&apos;s professional identity is central to school counseling programs and program outcomes. A case scenario is presented to illustrate the CAFE model in context. (Contains 1 figure.)
A Comprehensive Stress Education and Reduction Program Utilizing a Well-Being Model: Incorporating the ASCA Student Standards
Author: Tarabochia, Dawn S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Stress Management,National Standards,School Counseling,Holistic Approach,Stress Variables,Well Being,High School Students,Middle School Students,Career Development,Student Development,Academic Ability,Relevance (Education),Safety,Self Concept,Knowledge Level,Physiology,Brain,Adolescent Development,Environmental Influences,Cognitive Processes,Relaxation Training,Social Influences,Emotional Response,Mental Health,School Counselors

The American School Counselor Association developed national standards for students to provide a framework for a holistic approach to student academic, career, and personal/social development. While the ASCA Student Standards are comprehensive, little attention is given to stress. Adolescents are experiencing greater stress associated with academic performance, extracurricular activities and worry about the future. The utilization of a well-being model and the integration of the ASCA Student Standards into school counseling programs for middle and high students can create a more holistic approach to providing stress education and stress reduction techniques. (Contains 3 tables and 1 figure.)
The Ghost of &quot;Emo:&quot; Searching for Mental Health Themes in a Popular Music Format
Author: Baker, Timothy D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Music,Popular Culture,Mental Health,Adolescents,Suicide,Identification,Social Environment,School Counseling,Trauma,Counselor Client Relationship,Singing

The concept of &quot;Emo&quot; has gained attention among counselors who work with teens in school settings. Emo has been associated with music and popular media has linked it to mental health concerns, but scholarly sources have not converged regarding what sort of music it is, or what it means for adolescents&apos; wellness. The authors devise and explain a procedure for identifying and analyzing music with Emo characteristics. Several songs were identified having lyrics or video imagery that portrayed mental health scenarios, sufficient to trigger counselors&apos; duty-to-warn and/or mandated reporting obligations. Recommendations are made for the practice of school counselors. (Contains 1 table.)
Helping Students with Emotional Abuse: A Critical Area of Competence for School Counselors
Author: Buser, Trevor J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Counseling Effectiveness,School Counselors,Competence,Child Abuse,Emotional Experience,Cultural Influences,Parents,Parent Child Relationship,Emotional Development,Sexual Abuse,Counselor Role,Reports,Evaluation,At Risk Persons,Symptoms (Individual Disorders),Intervention,Anxiety,Staff Development,Literature Reviews

Many school counselors experience difficulties in identifying and reporting suspected cases of emotional abuse. These difficulties are concerning, given the relatively high prevalence rates of emotional abuse. In this article, we discuss the definition of emotional abuse, review research on its prevalence and psychological correlates, and provide recommendations for reporting suspected cases. Attention is also given to the school counselor&apos;s role in training teachers/staff on emotional abuse issues and intervening with students who experience emotional abuse.
Addressing the Social and Academic Behavior of a Student with Emotional and Behavioral Disorders in an Alternative Setting
Author: Swoszowski, N. C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Behavior,Emotional Disturbances,Behavior Disorders,Behavior Modification,Positive Reinforcement,Mentors,Case Studies,Residential Programs,Intervention,Discipline,Referral,Correlation,Elementary School Students,Check Lists

Check-In/Check-Out is a secondary tier positive behavior support program in which an adult mentor is paired with a student to address problem behavior and support appropriate behavior. This case study extended the implementation of the Check-In/Check-Out strategy to a residential facility for students with emotional and behavioral disorders. The present study examines the relationship between the Check-In/Check-Out intervention and frequency of office discipline referrals, percentage of school-wide positive behavior support points earned, and academic performance. Results indicate a decrease in office discipline referrals and an increase in academic performance. Future investigation is warranted to evaluate the implementation of Check-In/Check-Out with students with emotional and behavioral disorders and in alternative education environments. (Contains 2 figures and 2 tables.)
Pressing for Elaboration in Student Talk about Texts
Author: McElhone, D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Academic Discourse,Elementary School Students,Interviews,Video Technology,Teacher Student Relationship,Rural Areas,Rural Schools,Observation,Classroom Communication,Discourse Analysis,Risk,Academic Ability,Cooperation,Teacher Education,Learner Engagement

This article explores the practice of one accomplished teacher who uses follow-up probes to press her fourth- and fifth-grade students to clarify and articulate their ideas more fully. Qualitative analysis of field notes, teacher and student interviews, and video recordings of instruction, and discourse analysis of reading conferences revealed four features of the classroom context that made it safe, sensible, and possible for this teacher to press students to extend their thinking during discussions. The teacher's positioning of students as capable and framing of reading as collaborative and interactive made questions that pressed students for elaboration fit naturally into instruction. (Contains 1 table.)
&quot;Peace to Learn&quot;-- A Discourse Analysis of Pupils&apos; Perceptions
Author: Paaso, E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Grade 6,Grade 5,Aptitude Treatment Interaction,Classroom Environment,Essays,Childrens Writing,Student Attitudes,Student Experience,Language Usage,Social Psychology,Individual Characteristics,Peace,Social Cognition,Qualitative Research

Peace to learn refers to a peaceful state that makes meaningful and productive learning possible--in other words, the conditions that allow or hinder pupils to work peacefully in the classroom. How pupils perceive theirown position in the classroom is related to their perception of peace to learn. In this research, the purpose was to draw a picture of pupils' conceptions of their positions and peace to learn through discourse analysis. Two groupsof sixth-graders and one group of fifth-graders participated in this research. The pupils were asked to write a description of a peaceful or restless lesson by continuing short frame stories. Altogether, 59 essays were received. The data were analyzed by discourse analysis method: attention was paid to the smallest units of language and the position of language in the construction of reality. Two discourses could be found in essays: the staid pupil's andpeace breaker's discourses. Both discourses included four interpretative repertoires that illustrate pupils' perceptions of their subject positions in the classroom: all of them see peace to learn differently. In conclusion, the connection between peace to learn and a learning event is discussed.Peace to learn means different things to different pupils; it is a real challenge to teaching. (Contains 1 table.)
The Abacus: Instruction by Teachers of Students with Visual Impairments
Author: Amato, Sheila
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Manipulative Materials,Blindness,Partial Vision,Teacher Surveys,Mathematics Skills,Elementary School Students,Elementary School Teachers,Instructional Effectiveness,Measures (Individuals),High Stakes Tests,Individualized Education Programs,Teaching Methods

Introduction: This article, based on a study of 196 teachers of students with visual impairments, reports on the experiences with and opinions related to their decisions about instructing their students who are blind or have low vision in the abacus. Methods: The participants completed an online survey on how they decide which students should be taught abacus computation skills and which skills they teach. Data were also gathered on those who reported that they did not teach computation with the abacus. Results: The participants resided in the United States and Canada and had various numbers of years of teaching experience. More than two-thirds of those who reported that they taught abacus computation skills indicated that they began instruction when their students were between preschool and the second grade. When students were provided with instruction in abacus computation, the most frequently taught skills were the operations of addition and subtraction. More than two-thirds of the participants reported that students were allowed to use an abacus on high-stakes tests in their state or province. Discussion: Teachers of students with visual impairments are teaching students to compute using the Cranmer abacus. A small number of participants reported they did not teach computation with an abacus to their students because of their own lack of knowledge. Implications for practitioners: The abacus has a role in the toolbox of today's students with visual impairments. Among other implications for educational practice, further studies are needed to examine more closely how teachers of students with visual impairments are instructing their students in computation with an abacus. Topics to examine include the frequency of instruction, the age at which instruction begins, how instruction is provided to children with multiple disabilities, whether instruction is provided in the general education classroom or via pullouts, the role of math teachers and paraeducators in instruction, and how the abacus could be used collaboratively with technology.
Could Audio-Described Films Benefit from Audio Introductions? An Audience Response Study
Author: Romero-Fresco, Pablo
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Films,Blindness,Partial Vision,Volunteers,Feedback (Response),Measures (Individuals),Questionnaires,Likert Scales,Federal Legislation,Accessibility (for Disabled),Audience Response

Introduction: Time constraints limit the quantity and type of information conveyed in audio description (AD) for films, in particular the cinematic aspects. Inspired by introductory notes for theatre AD, this study developed audio introductions (AIs) for &quot;Slumdog Millionaire&quot; and &quot;Man on Wire.&quot; Each AI comprised 10 minutes of continuous description incorporating information about the film's visual style, fuller descriptions of characters and settings, a brief synopsis, and cast and production details. The AIs were tested with participants who are blind and have low vision. Method: Twenty-four visually impaired volunteers listened to the AIs before or after watching the films with AD, and gave feedback about their experience, either at sessions organized at the University of Roehampton, United Kingdom, or at home. Results: This was a small-scale, exploratory study that showed a positive response to the concept of AIs for film. Most participants felt the AIs helped bring the films to life and made them easier to follow. The majority of participants wanted AIs for other films. Discussion: AD guidelines discourage describers from mentioning camera work, yet most participants reported that this information in the AI was not too technical, and that the proportion of the AI devoted to visual style was about right (14 of 20 for &quot;Slumdog Millionaire,&quot; 14 of 16 for &quot;Man on Wire&quot;). Only a minority felt that the AIs &quot;told me things I could find out for myself.&quot; This suggests that access to screen media for people with a visual impairment can be enhanced by additional cinematic and other visual information. Implications for practitioners: Given the limited time available for description during the film itself, AD providers should consider the use of AIs as a complement to standard film AD. These audio introductions could be stand-alone or accessed from a website.
Identity Development in German Adolescents with and without Visual Impairments
Author: Pinquart, Martin
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Identification (Psychology),Visual Impairments,Comparative Analysis,Blindness,Adolescents,Questionnaires,Secondary School Students,Behavior Problems,Student Characteristics,Gender Differences,Age Differences,Parent Background,Parents,Educational Attainment,Peer Relationship,Parent Child Relationship,Teacher Student Relationship

Introduction: The study reported here assessed the exploration of identity and commitment to an identity in German adolescents with and without visual impairments. Methods: In total, 178 adolescents with visual impairments (blindness or low vision) and 526 sighted adolescents completed the Ego Identity Process Questionnaire. Results: The levels of identity exploration and making commitments, as well as the distribution of identity statuses, did not differ between the two groups. However, adolescents with congenital visual impairments showed lower levels of identity exploration than their peers with acquired visual impairments. In addition, more severe disability was associated with less exploration of identity. Furthermore, levels of identity exploration and commitment varied by age, parental education, levels of social support, and levels of problem behavior. Discussion: The findings indicate that adolescents with visual impairments do not fall behind sighted adolescents in developing a sense of identity. Implications for practitioners: Adolescents who are congenitally blind or have a high level of disability may need support in exploring and accessing information on future opportunities.
Perceptions of a Statewide Mentor Program for New Itinerant Vision Professionals
Author: Pogrund, Rona L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Mentors,Beginning Teachers,Experienced Teachers,Teacher Surveys,Teacher Attitudes,Positive Attitudes,Special Education Teachers,Accountability,State Programs,Mixed Methods Research

Introduction: Mentoring is valuable for the retention of new teachers. This article describes a model statewide mentor program for new itinerant vision professionals who work with students from birth to age 22. The results of a recent survey of satisfaction are reported, along with implications for the field. Methods: The proteges who participated in the statewide mentor program completed an electronic satisfaction survey. Of the 76 participants who had been assigned a mentor during the 2011-12 academic year, 56 responded (74%). Both quantitative and qualitative questions were included in the survey. The quantitative questions were analyzed using percentages, and the qualitative data was analyzed and put into themes using the data analysis process of triangulation. Results: Seventy-one percent of the participants reported having had more than 10 interactions with their mentors over the previous year. The topics most frequently addressed with their mentors were performing evaluations (89%), locating resources (84%), and writing goals and objectives (79%). The most helpful mentoring techniques that were used included guided problem-solving techniques (70%), effective listening (68%), and the provision of teaching materials (57%). The majority of the proteges (82%) thought that their mentors had definitely contributed to the quality of their teaching. The top stressors for new vision professionals were related to organization and time management, evaluations, and collaboration with others. Discussion: The results of the survey demonstrate that the mentor program had a positive outcome for the participants as new educators. It also provided information on the stressors faced by these new vision professionals. Implications for practitioners: This article can serve as a model for other states that are interested in developing a mentor program for new itinerant vision professionals, and can serve as a guide for personnel preparation programs to address further the areas that the proteges identified as those in which they felt the least competent.
Effects of Wait Time When Communicating with Children Who Have Sensory and Additional Disabilities
Author: Johnson, Nicole
Date: 2013-00-00
Type: Journal Articles
Subjects: Children,Visual Impairments,Deaf Blind,Multiple Disabilities,Developmental Delays,Communication Disorders,Communication Skills,Intervention,Special Education Teachers,Special Education,Individualized Education Programs,Validity,Questioning Techniques,Pacing,Reaction Time

Introduction: This study utilized wait-time procedures to determine if they are effective in helping children with deafblindness or multiple disabilities that include a visual impairment communicate in their home. Methods: A single subject with an alternating treatment design was used for the study. Zero- to one-second wait time was utilized before prompting for a response during three baseline sessions. This was compared to 5-, 10-, and 15-second wait-time increments used during six intervention sessions. Three participants with visual impairments, developmental disabilities, and communication delays participated in the study. One of the participants was deafblind. Results: All three participants responded twice as often during intervention phases as in baseline sessions. The results showed that 5-, 10-, and 15-second wait times were effective when reciprocally communicating with children who have multiple disabilities with a visual impairment or deafblindness. Discussion: The findings of this study determined that wait time was effective and showed promising results for children with deaf-blindness or multiple disabilities. The study indicated that such children need time to process what is being asked in order to respond appropriately. Prompting quickly can frustrate the child with disabilities. Limitations of the study included heterogeneity and fragile medical condition of the participants, distractions, and the need for future research on the use of this technique. Implications for practitioners: By utilizing at least five seconds of wait time, parents and educators may be able to see an increase in appropriate responses from the child. Wait-time interventions could increase opportunities for learning, social interaction, and communication, and are easily implemented with little to no training.
The Abacus: Teachers&apos; Preparation and Beliefs about Their Abacus Preservice Preparation
Author: Rosenblum, L. Penny
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Manipulative Materials,Teacher Education,Blindness,Partial Vision,Teaching Methods,Measures (Individuals),Teacher Surveys,Demography,Mathematics Skills,Teacher Attitudes,Mathematics Teachers

Introduction: This article reports on a study of 196 teachers who shared their experiences and opinions related to how they were taught to use the Cranmer abacus. Methods: In February and March 2012, the participants completed an online survey to gather information about their preparation in using and beliefs about computation with the Cranmer abacus. Results: The participants resided in both the United States and Canada and had various years of experience. The majority (&quot;n&quot; = 112) reported learning computation with an abacus in their personnel preparation programs. The participants rated their level of agreement with belief statements. Statements with the highest level of agreement included one that indicated that when sighted individuals use pencil and paper for computation, an individual with a visual impairment should be allowed to use an abacus, and another that an abacus is an accessible and inexpensive tool. Discussion: The self-report data from 196 participants indicated that computation with an abacus is taught in university programs, although there is variability in what computational skills are taught and what methods are used. There was a higher level of agreement with statements that implied the positive attributes of using an abacus for computation than with those that implied negative attributes (for example, the abacus is obsolete). Implications for practitioners: University preparation programs are continuing to teach some level of abacus computation skills to their students. It is not clear if the level of instruction is adequate. Further studies are warranted that examine what pre- and in-service teachers of students with visual impairments are learning and how they are learning in their university preparation programs and through other methods.