ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Secondary School Students' Understanding and Practices of Waste Management in Ogun State, Nigeria
Author: Ifegbesan, Ayodeji
Date: 2010-04-00
Type: Journal Articles
Subjects: Secondary Schools,Wastes,Sanitation,Foreign Countries,Secondary School Students,Knowledge Level,Student Attitudes,Conservation (Environment),Questionnaires,Gender Differences,Age Differences,Social Class

This study examined the level of awareness, knowledge and practices of secondary schools students with regard to waste management. Few studies have captured waste management problems in Nigerian educational institutions, particularly the views of students. Using a structured, self-administered questionnaire, 650 students were surveyed from six secondary schools in two of the four educational zones of Ogun State. Data collected were subjected to percentage, mean, standard deviation, t-test and chi-square statistical analyses. Findings revealed that secondary school students from the sampled zones were aware of waste problems on their school compounds, but possessed poor waste management practices. The study showed that propensity for waste management practices differ by sex, class and age of students. Significant relationships were observed between students' sex, age and class and their level of awareness, knowledge and practices of waste management. (Contains 8 tables.)
States of Matter Explanations in Slovenian Textbooks for Students Aged 6 to 14
Author: Devetak, Iztok
Date: 2010-04-00
Type: Journal Articles
Subjects: National Curriculum,Textbooks,Textbook Content,Content Analysis,Science Instruction,Textbook Evaluation,Illustrations,Scientific Concepts,Elementary School Science,Foreign Countries

The basic aim of this study is to investigate the content of textual and pictorial material of Slovenian science textbooks and notebooks on topic states of matter. The paper presents the results of the analysis of educational material from two randomly selected publishers for students aged 6 to 14 in the Slovenian primary and the lower secondary school. One topic area (states of matter) was selected to be analysed. The first part of the analysis includes exercise and images analysis according to the selected framework, and the second one content analysis identifying key concepts and connections between them according to the national curriculum recommendations. Results show quite a few similarities between the analysed programmes (number of pages, type of items) but some differences could be detected when comparing the type of images in the educational material. The content analysis of the selected textbooks also shows that they retain the content directed by the national curriculum, but the ways (examples, content of the images etc.) in which authors present the topic differ. (Contains 3 figures and 4 tables.)
A Mouse Click Away: Internet Resources for Students in Crisis in Geographically Isolated or Self-Sequestered Communities
Author: Gary, Juneau Mahan
Date: 2010-00-00
Type: Journal Articles
Subjects: School Counselors,Internet,Social Isolation,Incidence,Violence,Emotional Disturbances,Prevention,Intervention,Crisis Management,Personality Traits,Geographic Location,Counseling Services,Family Violence,Death,Web Sites,Information Sources

The impact, incidence, prevalence, and severity of violence and trauma adversely affect students academically, behaviorally, emotionally, and socially. For students residing in geographically isolated or self-sequestered communities, trauma may be exacerbated when school counselors may be unprepared to respond effectively and timely because prevention and intervention options might be limited. Barriers to preparedness may be related to geographic, financial, cultural, religious, psychological, or linguistic reasons. This paper describes how a free, online repository of pre-screened crisis-specific counseling and guidance resources could be useful in supporting students' resiliency in geographically isolated or self-sequestered communities.
A Phenomenological Study of High School Counselor Advocacy as It Relates to the College Access of Underrepresented Students
Author: Schaeffer, Kelly
Date: 2010-00-00
Type: Journal Articles
Subjects: First Generation College Students,Economically Disadvantaged,School Counselors,Minority Groups,Phenomenology,High School Students,Disproportionate Representation,Advocacy,Access to Education,College Attendance

Data indicate that minority students, economically disadvantaged students, and first-generation students are underrepresented in four-year colleges. Contemporary models encourage school counselors to act as advocates in their schools while addressing inequities and promoting the college access of underrepresented groups of students. This phenomenological study explored the definition and practice of high school counselor advocacy as it relates specifically to increasing access for students traditionally underrepresented in four-year colleges. Results indicate a priority and value of school counselor advocacy, however participants also emphasize challenges to advocacy that lie in their schools, communities, and even in the school counselors themselves. (Contains 1 table.)
Educating Future School Principals Regarding the Role of Professional School Counselors
Author: Bringman, Nancy M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Records,Test Results,Counseling,School Counselors,Counselor Educators,Principals,Counselor Role,Intervention,Models,Administrator Education,School Schedules,School Policy,Discipline,Experimental Groups,Pretests Posttests,Statistical Analysis

In this study, the effects of an intervention designed to educate future school principals regarding the role of professional school counselors was examined. After a brief face-to-face presentation covering the ASCA National Model, future principals rated scheduling-registration, enforcement of school policies and rules, discipline, and administrative duties as less appropriate, and interpreting student records/test results as a more appropriate school counselor activity. Implications of the findings for school counselors and counselor educators are presented. (Contains 3 tables.)
Decreasing Elementary School Children's Disruptive Behaviors: A Review of Four Evidence-Based Programs for School Counselors
Author: Cholewa, Blaire
Date: 2010-00-00
Type: Journal Articles
Subjects: Elementary School Students,School Counselors,School Counseling,Intervention,Outcomes of Treatment,Functional Behavioral Assessment,Student Behavior,Behavior Change,Behavior Problems,Program Effectiveness,Program Evaluation,Evidence,Best Practices

Elementary school counselors are often expected to intervene when students are disruptive. This article describes four evidence-based programs that have been shown to be highly effective in changing children's disruptive behavior. The success of these programs rests on the involvement of both parents and teachers in developing a collaborative approach to managing children's behavior. These four programs were evaluated in terms of their feasibility of implementation by school counselors and other school personnel, their substantiated effectiveness with diverse populations, and their accessibility and ease of use.
Factors that Influence Pre-Service Administrators' Views of Appropriate School Counselor Duties
Author: Mason, Kimberly L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Counseling Services,School Counselors,School Counseling,Administrator Attitudes,Administrative Principles,Educational Administration,Beginning Principals,Student Surveys,Graduate Students,Performance Factors,Influences,Predictor Variables

This study surveyed pre-service administrative internship students (N = 61) at an urban Midwestern state university to explore factors that influence duties assigned to school counselors at the elementary, middle, and high school levels. Results indicated variation in duties assigned by pre-service administrators based on school building level. Significant relationships were present between duties assigned to school counselors and methods of learning about the duties by pre-administrators, as well as duties assigned and the pre-service administrator's personal experience with school counseling services. Specifically, all methods of learning and personal experience influenced duties recommended for high school counselors; and field service experience and an inability to pinpoint how learning occurred were influential in duty assignment at the middle school level. Implications for school counselors and counselor educators are provided. (Contains 3 tables.)
Understanding the Contextual Factors that Influence School Counselors' Multicultural Diversity Integration Practices
Author: Packer-Williams, Catherine L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Diversity,School Counselors,Context Effect,Questionnaires,Counselor Attitudes,Cultural Pluralism,Counselor Training,Counseling Techniques,Cultural Awareness

This study explores the contextual factors that influence a school counselor's decision to actively integrate multicultural diversity in his/her work. Through using the Integrating Multicultural Diversity Questionnaire (IMDQ) the effectiveness of multicultural diversity training, the types of multicultural diversity practices that are used with frequency and the challenges experienced and/or anticipated in integrating multicultural diversity practices in educational settings are investigated. Results indicate a significant number of participants do not daily integrate multicultural diversity practices because of a reported lack of skills and support as well as ineffectual pre-service multicultural diversity training.
The Lifetime Bully: Investigating the Relationship between Adolescent Bullying and Depression in Early Adulthood
Author: Lencl, Max
Date: 2010-00-00
Type: Journal Articles
Subjects: Education Majors,Bullying,Statistical Analysis,Victims of Crime,Depression (Psychology),Adolescents,Measures (Individuals),Scores,Surveys,School Counselors,College Students

The current study investigated the relationship between adolescent bullying behaviors and early adulthood depression. 305 education majors were given the Zung (1965) self-rating depression scale and a bullying survey containing four descriptions of bullying behavior (Victim, Bully, Non-involved, Victim/Bully) from which they were asked to select the one which best described their behavior between grades 7-9. Using ANOVA, significant differences were found between groups: the bully-victims had the highest mean depression score (N = 29; 39), then the victims (N = 41; 38.8), and lastly the non-involved group (N = 233; 34.5). The bully-victims revealed the most severe depression. Implications for school professionals are discussed. (Contains 2 tables and 1 chart.)
A Collaborative Approach to Evaluating Well-Being in the Middle School Setting
Author: Briggs, Michele Kielty
Date: 2010-00-00
Type: Journal Articles
Subjects: Middle Schools,Life Satisfaction,Wellness,School Counseling,Evaluation Methods,Well Being,Counseling Techniques,Interdisciplinary Approach,Educational Research,Student Motivation,Educational Environment,Student Attitudes,Student Development

The benefits of a strength-based approach to working with children and adolescents are clearly indicated in the literature while Strengths-Based School Counseling embraces the positive development of students and learning environments. An interdisciplinary research team formed a partnership with a middle school community to intentionally investigate school climate, life satisfaction, wellness, and student motivation in order to promote positive development and overall well being of middle school students. Students rated moderate to high levels of satisfaction, perceptions of school climate, and overall wellness. Differences in grade levels were indicated. Implications for interdisciplinary teams, evaluation methods, and recommendations to support student wellness are offered. (Contains 2 tables.)
School Counselors Connecting the Dots between Disruptive Classroom Behavior and Youth Self-Concept
Author: Bidell, Markus P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Behavior,School Counseling,School Counselors,High School Students,Self Concept,Behavior Problems,Emotional Disturbances,Referral,Comparative Analysis,Questionnaires,Intervention,Models

Students exhibiting emotional and behavioral problems in the classroom can significantly impact the learning environment and often are referred to school counselors. The purpose of this study was to evaluate the relationship between high school students' self-concept and disruptive classroom behaviors (DCB). High school students (N = 92) exhibiting DCB were compared with non-disruptive students using the Self-Description Questionnaire II to assess self-concept. High school students exhibiting DCB reported significantly lower levels of self-concept compared to their non-disruptive peers. Only non-academic aspects of self-concept were significantly lower in students displaying DCB. Findings are discussed within a broader paradigm shift advocating school counseling interventions based on the ASCA National Model[R] to support student self-concept and reduce DCB before such behaviors escalate to clinical levels and delinquency. (Contains 2 tables.)
Facilitating the High School-to-College Transition for Students with Psychiatric Disabilities: Information and Strategies for School Counselors
Author: Fier, Sara M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Mental Disorders,At Risk Students,School Counselors,Transitional Programs,High School Students,College Bound Students,Wellness,Special Needs Students,Physical Health,Mental Health,Emotional Development,Social Development,Models,Student Personnel Services,Spiritual Development,Educational Environment,Cognitive Ability

The transition from high school to college is challenging for many students. In addition to the typical challenges faced by students starting college, students with previously diagnosed psychiatric disabilities have illness-related challenges to face as they transition to college. This article provides information on the current state of concerns related to psychiatric disabilities among college students, as well as the developmental and transition factors that place college students at risk. Finally, the role of school counselors and ways they can help facilitate the transition to college for students with psychiatric disabilities are outlined.
The Impact of Rational Emotive Behavior Therapy on Teacher Efficacy and Student Achievement
Author: Warren, Jeffrey M.
Date: 2010-00-00
Type: Information Analyses
Subjects: Teacher Effectiveness,Academic Achievement,Behavior Modification,School Counselors,Therapy,Self Efficacy,Teacher Behavior,Teacher Influence,Professional Development,Emotional Response,Behavior Problems,Emotional Development,Counseling Techniques,Beliefs

This literature review explores the potential impact of Rational Emotive Behavior Therapy (REBT) on teacher efficacy and student achievement. Research conducted to date, focusing on increasing teacher efficacy and student achievement, has produced mixed results. Teachers continue to think, emote, and behave in unhelpful ways. REBT appears to provide a supportive framework for increasing teacher efficacy and potentially student achievement. School counselors can play a vital role in the dissemination of REBT through professional development. Research findings and theoretical implications are discussed.
Being Mexican: Strengths and Challenges of Mexican-Origin Adolescents
Author: Malott, Krista M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Qualitative Research,Secondary Education,Adolescents,Mexicans,Student Adjustment,Research Methodology,Social Discrimination,Self Esteem,Personality Traits,Cultural Background,Cultural Awareness,School Counselors,Responsibility,Social Support Groups,Phenomenology

This article provides outcomes of a qualitative inquiry with 20 adolescents of Mexican origin, all of whom have lived in the United States at least two years. Questions addressed the perceived strengths and challenges related to the participants' ethnic heritage. Findings indicated the greatest perceived challenge was discrimination. Strengths were identified as pride in one's heritage and the ability to overcome difficulties and to respond effectively to discrimination. Suggestions for applying findings to school counselor practices are provided. (Contains 2 tables.)
School Counselor Collaboration with Language Interpreters: Results of a National Survey
Author: Paone, Tina R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Language Usage,Translation,Cooperation,School Counselors,National Surveys,Knowledge Level,Bilingualism,School Personnel,English (Second Language),Second Language Learning,Emotional Response,Counseling

In an effort to increase knowledge of current school practices with regard to the use of language interpreters, experiences in collaborative work with interpreters were assessed through a national survey. Outcomes indicated a perceived need for more interpreter assistance, with many indicating a need for full-time language services. Bilingual staff members (e.g., secretaries or janitors) were most frequently identified as performing interpreter services. Primary challenges regarding the collaboration included limited interpreter skills or training, interpreter inability to manage emotional session content, and interpreter alteration of counselor commentary or assumption of control of counseling sessions. (Contains 1 table.)
An Ethics Challenge for School Counselors
Author: Froeschle, Janet G.
Date: 2010-00-00
Type: Journal Articles
Subjects: School Counselors,Ethics,Legal Problems,Stakeholders,Standards,School Counseling,Decision Making,Case Studies,Tests

Ethical issues arise more often for school counselors than for those who work in other settings (Remley, 2002). The challenge of working not only with minors but also with other stakeholders including parents, teachers, school administrators, and community members sets the stage for potential legal and ethical dilemmas. Awareness and adherence to ethical codes, therefore, is critical if school counselors are to make appropriate, ethical decisions (Bodenhorn, 2006; Capuzzi, 2002; Glosoff & Pate, 2002). This article enhances school counselors' knowledge of ethical codes by using actual cases as submitted by school counselors. The issues are presented in a quiz format to further discussion and relate each scenario to particular ethical codes.
School Counselors and Principals: Different Perceptions of Relationship, Leadership, and Training
Author: Armstrong, Stephen A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Factor Analysis,School Counselors,Leadership,Principals,Counselor Attitudes,Administrator Attitudes,Statistical Analysis,Secondary Education,Elementary Education,Counselor Training,Administrator Education,Interpersonal Relationship

This study examined school counselors' and principals' perceptions of their relationship and the effectiveness of their respective professional preparation programs. An exploratory factor analysis (n = 615) revealed three salient factors: relationship quality, campus leadership and training satisfaction. Kruskal-Wallis tests revealed statistically significant differences in all three factors across the four groups (elementary counselors and principals, and secondary counselors and principals). Mann Whitney &quot;U&quot; post hoc tests indicated more statistically significant differences among secondary counselors and principals than elementary. Implications for school counselors and improvements in preparation programs for counselors and principals are included. (Contains 1 table.)
Placement of Twins and Multiples in the Classroom: A Brief Survey of School Counselors' Knowledge and Attitudes
Author: Nilsson, Johanna
Date: 2010-00-00
Type: Journal Articles
Subjects: Twins,School Counselors,Student Placement,Knowledge Level,Attitude Measures,Siblings,School Policy,Parent Participation,Age Differences,Decision Making

This study investigated 65 school counselors' perception of classroom placement of twins and multiples. The results show that most of the participants had twins and multiples in their schools, but that they were neither aware of their school district nor building's policy regarding placement. Most participants supported early separation, already at preschool or kindergarten, and believed that separation would have a positive impact on the children's development. Yet, over 70% reported having no training on issues associated with twins and multiples in the school system. Implications for research and practice are addressed.
Self-Efficacy and Multicultural Competence of School Counselors
Author: Owens, Delila
Date: 2010-00-00
Type: Journal Articles
Subjects: Self Efficacy,School Counselors,Cultural Awareness,Measures (Individuals),Predictor Variables,Self Concept,Knowledge Level,Student Diversity,Regression (Statistics)

The study examined the relationship between school counselor self efficacy and perceived multicultural competence self efficacy in a sample of 157 school counselors. Results reveal School Counselor Self-Efficacy (SCSE) cultural acceptance subscale was a statistically significant predictor of all three multicultural competencies (MCC: Terminology, Knowledge, and Awareness) scales. Results also indicate that school counselors' years of experience was a significant predictor in all three MCC scales (Terminology, Knowledge, and Awareness). Implications of the findings are discussed. (Contains 1 table.)
The Personal Is Political: School Counselors' Use of Self in Social Justice Advocacy Work
Author: McMahan, Eleanor H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Justice,Grounded Theory,Social Change,School Counselors,Qualitative Research,Advocacy,Self Concept,Feminism,Racial Identification,Counselor Training,Coding,Questionnaires,Counselor Attitudes

This qualitative study explored the aspects of "self" school counselors (N = 16) described as central to advocating for social justice in their school systems. Using grounded theory, this study explored racial, feminist, and advocacy identity development in relation to the personhood of the counselor, and how these elements coalesced around action for social change. Implications for school counselor advocacy, training, and research are discussed.
Reducing Test Anxiety among Third Grade Students through the Implementation of Relaxation Techniques
Author: Larson, Heidi A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,High Stakes Tests,Grade 3,Relaxation Training,Test Anxiety,Measures (Individuals),Intervention,Outcomes of Treatment,Counselors,Elementary School Students

The purpose of this study was to reduce the negative effects that self-perceived levels of test anxiety have on third-grade students. The participants in this study consisted of 177 third-grade students at two Midwestern public elementary schools. Students at one school were taught relaxation techniques, while students at the second school served as the control group, receiving no training. The Westside test anxiety scale (Driscoll 2007), elevator breathing and guided relaxation were utilized to measure and manage levels of anxiety. The results indicated that the relaxation intervention had a significant effect in reducing test anxiety in the experimental group. In contrast, no significant decrease in test anxiety was found among the control group. This study highlights the implications for counselors, parents and teachers working with elementary students facing high-stakes testing. (Contains 1 table.)