ethanporcaro/eric-fulltext-meta huggingface dataset:
Moving beyond Debate: Support for CACREP&apos;s Standard Requiring 60 Credit Hours for School Counseling Programs
Author: Merlin, Clare
Date: 2017-00-00
Type: Journal Articles
Subjects: College Credits,Graduation Requirements,Accreditation (Institutions),Academic Standards,Counseling Services,Counselor Training,Masters Programs,Debate,School Counseling,Educational History,Educational Change,Outcomes of Education,Educational Needs,Educational Benefits,Standard Setting,Compliance (Legal)

The Council for Accreditation of Counseling and Related Educational Programs (CACREP) recently released its 2016 standards. Included in these standards is a requirement for school counseling master's programs to have a minimum of 60 credit hours by the year 2020. This credit hour requirement is an increase from the previous 48-hour requirement and has caused considerable debate in the counselor education field. In this article, the authors assert that the credit hour increase will lead to positive or neutral effects for school counseling programs and benefit the field of school counseling as a whole. This claim is supported by historical examples, anticipated benefits to school counseling, and findings from a pilot study with school counseling programs that previously transitioned to 60 credit hours (N = 22).
The Impact of Student Success Skills on Students&apos; Metacognitive Functioning in a Naturalistic School Setting
Author: Zyromski, Brett
Date: 2017-00-00
Type: Journal Articles
Subjects: Metacognition,School Counselors,Learner Engagement,Pretests Posttests,Middle School Students,High School Students,Intervention,Success,Arousal Patterns,Emotional Response,Multivariate Analysis,Curriculum Implementation,Program Evaluation,Surveys,Statistical Analysis

This study evaluated the impact of the Student Success Skills (SSS) classroom curriculum delivered in a naturalistic setting on the metacognitive functioning of 2,725 middle and high school students in Kentucky. SSS was implemented as one intervention to fulfill an Elementary and Secondary School Counseling Grant. Results in students' self-reports indicated that those who received the intervention demonstrated increased ability to regulate their levels of emotional arousal. No additional significant differences were found. These findings differ from the results of previous outcome studies involving SSS. Implications for implementing SSS in naturalistic school settings and directions for future research are discussed.
Literacy: Learning and Loving It!
Author: Hurd, Molly
Date: 2017-00-00
Type: Journal Articles
Subjects: Literacy,Geology,Mixed Age Grouping,Teaching Methods,Reading Programs,Reading Strategies,Elementary School Students,Middle School Students,Foreign Countries

Halifax Independent School is a small K-9 school where children learn in multi-age groups and in a setting where all the core subjects are integrated into the study of interesting themes such as Oceans, Nova Scotia, and Living Things. These themes last a whole year, involve the whole elementary school, and are designed to cover traditional subject areas such as language arts, social studies, and science. Teachers outline the broad areas of study each year, but students have a lot of say in the topics they delve into. This inquiry approach grew out of one of the principles of the whole language movement of the 70s: purposeful situations and authentic materials provide the best literacy learning. Children are motivated to learn to read and write when there is a real reason that makes sense to them to do so. This article describes a Theme Learning or inquiry classroom at Halifax Independent School, where a group of six- and seven-year-olds in a multi-age class studying the geology of Nova Scotia are divided into groups to study particular minerals (which they have chosen). The teaching methodology at Halifax Independent School has produced children who love to read, are excited about learning, and who continue to learn throughout their lives.
The Common Factors Discrimination Model: An Integrated Approach to Counselor Supervision
Author: Crunk, A. Elizabeth
Date: 2017-00-00
Type: Journal Articles
Subjects: Counselor Training,Supervision,Models,Counselors,Counseling,Supervisors,Supervisor Supervisee Relationship,Counselor Role

Numerous models of clinical supervision have been developed; however, there is little empirical support indicating that any one model is superior. Therefore, common factors approaches to supervision integrate essential components that are shared among counseling and supervision models. The purpose of this paper is to present an innovative model of clinical supervision, the Common Factors Discrimination Model (CFDM), which integrates the common factors of counseling and supervision approaches with the specific factors of Bernard's discrimination model for a structured approach to common factors supervision. Strategies and recommendations for implementing the CFDM in clinical supervision are discussed.
Human Sex Trafficking in America: What Counselors Need to Know
Author: Litam, Stacey Diane A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Sexuality,Sexual Abuse,Crime,Victims of Crime,Social Justice,Mental Health,At Risk Persons,Counseling,Aggression,Deception,Violence,Attachment Behavior,Trauma,Recruitment,Fear,Compliance (Psychology),Risk,Homeless People,Social Media,Internet,Identification,Client Characteristics (Human Services),Counselor Client Relationship,Counseling Techniques,Intervention,Cognitive Restructuring,Behavior Modification,Group Counseling

The social justice issue of human sex trafficking is a global form of oppression that places men, women and children at risk for sexual exploitation. Although a body of research exists on the topics of human trafficking, literature specific to the mental health implications for counselors working with this population is limited. Counselors should increase their awareness of the vulnerabilities that place persons at risk of becoming trafficked. Additionally, obtaining a deeper understanding of the indicators and processes through which persons become trafficked is necessary in order to provide appropriate services. Counselors should learn how force, fraud and coercion influence the wellness of trafficked persons. The following article provides an overview of the relevant information pertinent to sex trafficking and addresses the counseling implications for working with sex trafficked survivors.
An Exploration of the Perceived Impact of Post-Master&apos;s Experience on Doctoral Study in Counselor Education and Supervision
Author: Farmer, Laura Boyd
Date: 2017-00-00
Type: Journal Articles
Subjects: Counselor Training,Supervision,Doctoral Programs,Qualitative Research,Statistical Analysis,Professional Identity,Researchers,Questionnaires,Multiple Regression Analysis,Correlation,Instruction,Scholarship,Leadership,Advocacy,College Graduates

Using quantitative and qualitative analysis, the perceived impact of post-master's experience (PME) during counselor education and supervision (CES) doctoral study was examined across five core areas of professional identity development: counseling, supervision, teaching, research and scholarship, and leadership and advocacy. The results showed positive perceptions of the impact of PME in four of the five core areas, with significant relationships between the amount of PME and perceived impact on supervision and leadership and advocacy. Implications inform CES doctoral admissions committees as well as faculty who advise master's students interested in pursuing a doctoral degree in CES.
Today&apos;s Youth&apos;s Voice on How They View Reading and What &quot;Counts&quot;
Author: Smith, Karen E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Habits,Reading Interests,School Libraries,Library Role,Change Strategies,Student Interests,Preferences,Lifelong Learning,Student Attitudes,Elementary Secondary Education

With the changes in school library spaces and school librarians' roles, there has never been a more extraordinary time to be a librarian. However, one thing will never change even in these dynamic times; librarians are still the driving force behind strong reading programs and fostering that love of reading. How do librarians create a culture of readers without driving them away? This article shares the perspectives of students who discuss how to create a culture of readers without driving them away. Most students surveyed attribute being a reader to being encouraged by a person, not a program. The students also discuss what &quot;counts&quot; as reading. After hearing the students' perspectives, the author realized that maybe some schools already &quot;have&quot; a reading culture and librarians just have not seen it and should start looking through the lens of a student's perspective more often. Librarians are encouraged to take the opportunity to change how they view reading.
Praise Research Trends and Future Directions: Characteristics and Teacher Training
Author: Floress, Margaret T.
Date: 2017-11-00
Type: Journal Articles
Subjects: Positive Reinforcement,Teacher Student Relationship,Classroom Techniques,Training Methods,Teacher Education,Educational Research,Behavior Modification,Feedback (Response),Validity,Interrater Reliability,Self Evaluation (Individuals),Goal Orientation,Incentives,Prompting,Coding,Literature Reviews

Teacher praise is an effective classroom management tool. Training teachers to increase their use of praise can improve student disruptive and off-task behavior. The purpose of this article is to examine different characteristics of praise and the training methods used in the literature. Training methods with positive treatment acceptability and demonstrated impact are summarized. Results indicate that most research focuses on behavior-specific, verbal, and contingent praise delivered to individual students. Most training studies used a combination of two or more methods that most commonly included a didactic, feedback, or goal setting component. Only half of the training studies measured treatment acceptability and the majority of these ratings were positive. Most studies training teachers to use praise had positive results. More research focused on infrequently studied praise characteristics (e.g., gestures, physical, and private) and training methods (e.g., in vivo, self-monitoring, and incentives) is needed. Implications for future praise research are presented.
The Adolescent Substance Use Risk Continuum: A Cultural, Strengths-Based Approach to Case Conceptualization
Author: Miller, Alexis
Date: 2017-00-00
Type: Journal Articles
Subjects: Substance Abuse,Risk,Models,Counseling Techniques,Case Studies,Adolescents,Cultural Influences,Theories,Social Bias,Family Relationship,Guidelines,Intervention,Ethnicity,Religion,Spiritual Development,Sexual Identity,Sexual Orientation,Socioeconomic Status,Genetics,Peer Influence,Learner Engagement,Academic Achievement,Trauma

Many theories are used to conceptualize adolescent substance use, yet none adequately assist mental health professionals in assessing adolescents' strengths and risk factors while incorporating cultural factors. The authors reviewed common adolescent substance abuse theories and their strengths and limitations, and offer a new model to conceptualize adolescent substance use: The Adolescent Substance Use Risk Continuum. We posit that this strengths-based continuum enables clinicians to decrease stigma and offer hope to adolescents and their caregivers, as it integrates relevant factors to strengthen families and minimize risk. This model is a tool for counselors to use as they conceptualize client cases, plan treatment and focus counseling interventions. A case study illustrates the model and future research is suggested.
Metaphor in Professional Counseling
Author: Wagener, Alwin E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Figurative Language,Counseling Services,Counseling Techniques,Professional Services,Emotional Development,Therapy,Counseling Psychology

Metaphors are linked to how individuals process information and emotions, and they are important to understand and utilize in counseling. A description of the structure of metaphors and metaphor theory is provided. The role of metaphors in emotional processing is explained, and the process of counseling is tied to the therapeutic usage of metaphors. Building from that information, approaches to using metaphors in counseling are described, and metaphors are divided into client-generated and counselor generated categories, with corresponding information on how metaphors can be used in the counseling process. The counseling process is then separated into categories of exploration, insight and action, and descriptions of metaphor usage along with composite case examples are provided for each category to show how incorporating metaphors in clinical practice can be therapeutically beneficial in supporting positive client changes.
Tracking Environmental Sustainability Performance of Public Universities in Kenya
Author: Mungai, David N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Sustainability,State Universities,Foreign Countries,Reports,Conservation (Environment),Guidelines,Best Practices,Policy Formation,Program Development,Forestry,Administrator Attitudes,Advisory Committees,Information Sources,Case Studies

Environmental Sustainability Performance Contract (PC) targets were introduced in the 2012/13 financial year as part of the broader public sector reforms and a strategy for performance improvement in the public service that includes Kenyan public universities. However, no evaluation has been conducted to assess performance improvement and impact. The objectives of this study were to; assess the PC targets reporting by public universities in Kenya; assess the authenticity of reporting; establish key challenges in mainstreaming environmental sustainability recommendations; develop an indicative list of environmental sustainability indicators for universities and, compile resources to guide the universities during implementation of environmental sustainability activities and reporting. Data and information were obtained from quarterly reports submitted to the National Environment Management Authority (NEMA) for the 2012/15 period. Proposed indicators were developed from the NEMA guidelines, published sources and online &quot;best practices&quot;. Reporting trends revealed an average response rate of 60.2%. The choice of targets was variable, with most universities opting for &quot;soft targets&quot;. The top four preferred targets were tree planting (72.7%), developing environmental policy and creating environmental awareness programs (63.6% each), and working with stakeholders to protect and conserve the environment (45.4%). The Vice-Chancellors signed the quarterly reports, confirming authenticity and process ownership. There was no evidence of progressive improvements. Intervention impacts could not be ascertained due to lack of baselines. Key challenges encountered included lack of baseline data and clear implementation strategies, ineffective environmental sustainability committees, inadequate resource allocation for prescribed activities and lack of information and guidelines. Indicators and indicative measurable variables are proposed. Useful resources to assist in the implementation of the PC targets are provided. We recommend expansion of the scope of the environmental sustainability PC targets to address the post-2015 global sustainability agenda by aligning them with the Sustainable Development Goals. Private Universities should be also asked to participate in the environmental sustainability performance contracting with the government.
An Evaluation of Service Quality in Higher Education: Marmara and Nigde Omer Halisdemir Universities&apos; Department of Education Students
Author: Ada, Sefer
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Quality,Delivery Systems,Statistical Analysis,Predictor Variables,Academic Achievement,Gender Differences,Institutional Characteristics,Cohort Analysis,Incidence,Student Attitudes,Success,Foreign Countries

The purpose of this research is to evaluate the quality service in higher education in Marmara and Nigde Omer Halisdemir Universities' department of education students. This study was prepared using a screening model from quantitative research methods. The sample of this research comprised 886 university students attending the higher education institutions mentioned. The Scale of Service Quality in Higher Education Institutions is composed a data collection tool consisting of 28 items and 6 factors. The data of this research were collected during the 2016-2017 academic year. Gender, grade, university, and academic success were utilized in this study as personal variables. In the results of this study, the considerations of girls were higher than males regarding the academic position and institutional image. In addition, the perceptions of 3rd grade students were higher than those of 4th grade students according to academic position, institutional image, offered diploma programs, and physical opportunities. On the other hand, the academic success of university students was increased regarding all factors and total scores.
The Study of the 5-6 Year-Old Children&apos;s Appreciation the Humour at Preschool Education
Author: Sezgin, Elif Yalçintas
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Children,Humor,Pictorial Stimuli,Freehand Drawing,Interviews,Content Analysis,Student Attitudes,Theories,Semi Structured Interviews,Foreign Countries,Qualitative Research

The aim of this study is to determine how the 5-6 year-old preschool children evaluate the humour through pictural analysis of their drawings about humour. The study was conducted with 52 preschoolers aged 5-6 at independent preschools attached to the Ministry of National Education. The data were collected through drawing and interview techniques. The obtained data were analysed by using the content analysis technique. The drawings by the preschoolers were found to support the Absurd Theory, the incongruity and the stages of development in humour, Bariaud's and McGhee's theories about the preschoolers and their styles of expressing the humour.
Elementary School Students Perception Levels of Problem Solving Skills
Author: Yavuz, Günes
Date: 2017-00-00
Type: Journal Articles
Subjects: Problem Solving,Measures (Individuals),Gender Differences,Student Attitudes,Scores,Mathematics Skills,Statistical Analysis,Instructional Program Divisions,Factor Analysis,Elementary School Students,Foreign Countries,Grade 5,Grade 6,Grade 7,Grade 8

The purpose of this study is to reveal the perception levels of problem solving skills of elementary school students. The sample of the study is formed by totally 264 elementary students attending to 5th, 6th, 7th and 8th grade in a big city in Turkey. Data were collected by means of &quot;Perception Scale for Problem Solving Skills&quot; which consists of two sub-dimensions. As a result of the study, the perception level of problem solving skills of elementary school students was high and there was no difference according to their genders. Perception levels of problem solving skills of students show a significant difference according to their grade levels. This difference is due to the fact that 8th grade levels are lower scores than other grades. At the same time, there is a similar and significant relationship between students' perception scores for problem-solving skills and the sub-dimension &quot;Perceived willingness and commitment towards problem solving skills&quot; scores.
Action Research of the Multiple Intelligence (MI), Cooperative Learning, and Game-Based Teaching into Summer Intensive English Classes for Mixed-Level and Mixed-Age Students
Author: Su, Shu-Chin
Date: 2017-00-00
Type: Journal Articles
Subjects: Action Research,Multiple Intelligences,Cooperative Learning,Educational Games,Second Language Instruction,English (Second Language),Summer Programs,Multimedia Instruction,Multimedia Materials,Elementary School Students,Grade 5,Grade 6,Ability,Foreign Countries,Qualitative Research,Teaching Methods,Lesson Plans,Picture Books,Teacher Attitudes,Semi Structured Interviews,Outcomes of Education,Mixed Age Grouping

This study is based on the &quot;2014 the Schweitzer Program&quot; in Taiwan which spanned for four weeks from the 2nd to 29th of August. The lessons included four classes of multimedia picture books and eight game-based lessons. The aim of this research is to describe how to integrate the theory of &quot;Multiple Intelligence (MI)&quot; by Howard Gardner as well as the theories of &quot;Cooperative Learning&quot;, and &quot;Game-Based Teaching&quot; into summer intensive English classes among mixed-level and mixed-age students. There were 20 participants composed of 13 fifth graders and seven sixth graders with equal members of each gender. The study followed a qualitative action research methodology with the use of interviews, documents and observations. The students had two 60-minute English lessons and one 60-minute multimedia picture book session per week for four weeks with the researcher. This study provided a prototype of lesson plan designs for a group of mixed-level and mixed-age students. Results show that merging games into the teaching content and using 'Game-based Teaching' is significantly suitable for the mixed group. Based on the results, recommendations were provided for both EFL teachers and EFL schools. During lesson plan design, teachers could merge various games into their lessons especially when intended for students of mixed levels. For the schools, it is best to choose teaching materials that combine text with plenty of activities and classroom games.
Using Plickers Cooperate with Peer Instruction to Promote Students&apos; Discussion in Introductory Physics Course
Author: Wuttiprom, Sura
Date: 2017-00-00
Type: Journal Articles
Subjects: Peer Teaching,Audience Response Systems,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Foreign Countries,Pretests Posttests,College Students,Chemistry,College Science,Physics,Engineering Education,Multiple Choice Tests,Energy,Scientific Concepts,Scores,Majors (Students),Student Attitudes

In decades Peer Instruction (PI) has been confirmed that it can improve students' conceptual understanding. Anyway the main problem for using PI is an audience responding system which is required for gathering students' answer, to enhance the learning process of PI instead of using Clickers which cost about 40 USD per item. In this work we decided to use Plickers: the free application in smartphones. The purpose of this research is to develop the students' conceptual understanding in work and energy by using PI strategy. The sample for this study came from the different academic year at Ubon Ratchathani University, Thailand. There were 50 first year chemistry students who have enrolled in introductory physics course in academic year of 2016 and 119 first year engineering students who have enrolled in introductory physics course in academic year of 2017. The pre-post test was the conceptual understanding test in work and energy; there were 6 items with 4 choices. The items were a part of the Multiple-choice Test of Energy and Momentum Concepts developed by Chandralekha Singh and David Rosengrant. The pre-post score had escalated about 13% (chemistry students) and 25% (engineering students). Furthermore both groups of students also had a positive attitude to teaching and learning physics with PI and Plickers approach.