ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrate Your Program: Aligning the ASCA National Standards with the Georgia Performance Standards
Author: Schulz, Lisa L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Counseling Services,National Standards,Teacher Collaboration,Academic Standards,Program Effectiveness,School Counseling,School Counselors,State Standards,Alignment (Education),Delivery Systems,Culturally Relevant Education,Values Education,Achievement Gap,Integrated Services

Professional school counselors must clearly establish and articulate the purpose and goals of their school counseling program and its relationship to student achievement in order to become integral participants in the school reform movement. By aligning Georgia's Performance Standards and the ASCA National Standards, counselors can realize measurable gains in student achievement as well as demonstrate program effectiveness. Designed to assist Georgia's school counselors in developing programming which aligns counseling standards with academic standards, this article includes examples of standards alignment at the elementary, middle, and high school levels. Suggestions for program delivery, teacher collaboration, promoting cultural responsive practices, and assessment of program effectiveness are discussed.
Utilizing Staff Perceptions to Guide and Shape Future Program Planning
Author: Sherwood, Heather
Date: 2010-00-00
Type: Journal Articles
Subjects: Counseling Services,Action Research,School Counseling,School Counselors,Program Development,Program Evaluation,Program Descriptions,Observation,Interviews,Employee Attitudes,Counselor Teacher Cooperation,Likert Scales,Performance Technology

This paper describes an action research project evaluating an elementary school counseling program in a large suburban Georgia city. Using staff surveys (which include homeroom teachers as well as support teachers and paraprofessionals), interviews, and researcher observations the program was evaluated to determine strengths and weaknesses. The results indicate that the staff members have a general understanding of the school counseling program's goals. Most participants indicated that the program met the needs of the school and its students. Implications from the research pointed to a need for more direct collaboration of the professional school counselor (PSC) with teachers on a regular basis. Further research into the parent and student perceptions of the school counseling program is recommended.
New School Counselor Perceptions of Their Mentoring and Induction Program
Author: Loveless, Carol P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Suburban Schools,Program Effectiveness,School Counselors,Staff Orientation,Mentors,Counselor Role,Counselor Training,School Counseling,Counselor Attitudes,Entry Workers,Interviews,Observation,Participant Satisfaction,Change Strategies

School counselors in their first year of practice within the profession or within a new school district can experience challenges in assuming the professional responsibilities associated with their role. Mentoring programs are one form of professional assistance that has been recommended in the literature for new educators, including school counselors. The purpose of this study was to explore the perceptions of new elementary school counselors regarding their mentoring/induction program in a large suburban school district in the southeastern United States. A qualitative case study was conducted and data were collected from multiple sources, including individual interviews, observations, and documents. Findings highlighted both positive perceptions held by program participants regarding training, resources, support, impact, and effectiveness, as well as specific needs not addressed.
Say the Word Islam: School Counselors and Muslim Children
Author: Saleem, Daa'iyah
Date: 2010-00-00
Type: Journal Articles
Subjects: Muslims,Self Esteem,Islam,Young Adults,Interviews,School Counselors,Teacher Educators,Females,Terrorism,Developmental Psychology,Clinical Psychology,Parent Attitudes,Self Concept,Cultural Awareness,Advocacy,Emotional Adjustment,Children

Two Muslim women who hold Ph.D.'s, a clinical and developmental psychologist and a teacher educator speak personally and professionally about important information school counselors need to know about Islam and providing services to Muslim children. First, the authors draw from personal experiences in parenting Muslim children who have come of age in public schools. Second, the authors' collective years of professional interviewing, counseling, and teaching facilitate analysis and unpacking of half-truths and untruths circulating about Islam and Muslims in the public forum today. They provide accurate facts about Islam and most importantly, address the damaging impact to the self esteem and identity formation of Muslim children and young adults who develop their sense of self in today's post 9-11 anti-Islam climate.
The Benefits of Using Authentic Inquiry within Biotechnology Education
Author: Hanegan, Nikki
Date: 2010-00-00
Type: Journal Articles
Subjects: Scientific Research,Investigations,Biotechnology,Inquiry,Biology,Laboratory Experiments,Learning,Student Attitudes,Instructional Effectiveness,Science Teachers,Data Collection

A broad continuum exists to describe the structure of inquiry lessons (Hanegan, Friden, &amp; Nelson, 2009). Most teachers have heard inquiry described from a range of simple questioning to completely student-designed scientific studies (Chinn &amp; Malhotra, 2002). Biotechnology education often uses a variety of inquiries from cookbook laboratory investigations to authentic inquiries. We examined how authentic inquiry, in the form of student-designed original scientific research projects, impacted learning. In this paper we also describe how students expressed that authentic inquiry in biotechnology education enhanced their understanding. (This paper is a summary of Hanegan &amp; Bigler, 2009)
The Unusual Colour of Copper Deposited on a Graphite Electrode in an Aqueous Solution of CuSO[subscript 4]
Author: Petrusevski, Vladimir M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Color,Scientific Principles,Energy,Science Experiments,Secondary School Science,High Schools

The colour of the copper layer deposited on a graphite electrode during electrolysis of an aqueous solution of copper(II) sulfate looks whitish-grey when inspected in situ. Taking the electrode out of the solution reveals the familiar orange-red colour of deposited copper. The explanation is found in terms of the almost ideal complementary colours of the copper metal (orange red) and the copper(II) sulfate solution (bluish-cyan). Electrolysis can be defined as a process of chemical change occurring on the electrodes in a solution (or in a melt) as a result of a direct current between the electrodes. The changes are simply the reactions of reduction (on the cathode, the negatively charged electrode) and oxidation (on the anode, the positively charged electrode). Examples of electrolysis may be found in Fowles (1959), Roesky and Mockel (1996), Shakhashiri (1992), and Summerlin, Borgford, and Ealy (1987). Many more can be found on the World Wide Web. One of the most familiar, and also least expensive, demonstrations of this phenomenon is the electrolysis of an aqueous solution of copper(II) sulfate. Simply place two graphite electrodes in a solution of, say, 1 mol/L CuSO[subscript 4](aq), connect the electrodes to the poles of a source of direct current (approximately equal to 5-15 V), and inspect the electrodes after several minutes. The electrode connected to the negative pole (the cathode) is covered with a layer of elemental copper that can be recognized by its characteristic orange-red colour. No visible changes to the anode are detected. One of us (VMP) has performed this demonstration dozens of times over several decades. However, if it was not for students recently noticing something odd, the phenomenon being reported and analysed here would have probably remained unnoticed. (Contains 1 note and 4 figures.)
Environmental Education in an Age of National Standards and Videophilia
Author: Bentley, Michael L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Environmental Education,National Standards,Community Schools,Outdoor Education,Place Based Education,Role of Education,Life Style,Physical Activity Level,Selection,Recreational Activities,Video Games,Computers,Television,Experiential Learning

This article is based on the work of Louv (2005, 2008) and Lowell (2008) and their ideas are explored with regard to barriers to, as well as opportunities for, effective environmental education. State curriculum standards in the U.S. include substantial environmental education (EE) content. Despite this, overall education policy stymies educators' efforts in enacting effective classroom programs. While the education policies of every country should be reassessed in light of what scientists are telling us about the &quot;global macroproblem,&quot; policy efforts alone will fail unless educators recognize that outdoor experience has to be a key component of a contextualized, place-based EE. Part of a rational response to environmental issues is to educate our children as to their relationship to, dependency upon, and responsibilities to their ecosystems. Addressed are the role of EE in the school curriculum and the value of addressing learners' connections to nature from a personal rather than intellectual viewpoint. (Contains 2 figures.)
Knowledge of Learning Disability among Pre- and In-Service Teachers in India
Author: Saravanabhavan, Sheila
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Special Schools,Physicians,Learning Disabilities,Knowledge Level,Familiarity,Foreign Countries,Statistical Analysis,Teaching Experience,Administrators,Preservice Teachers,Surveys,Secondary School Teachers,Metropolitan Areas,Scores,Parents,Paraprofessional Personnel

The purpose of this study was to determine the knowledge level of learning disabilities (LD) among teachers in India. A survey was distributed among 144 teachers in two regular high schools, 38 teachers in two special schools, and 165 pre-service teachers in a teacher education college in a metropolitan city in a southern state in India. One-way analysis of variance (ANOVA) showed that the knowledge level of learning disabilities among teachers working in regular schools was statistically different. Among the three groups, the pre-service teacher group scored the lowest (M = 60.76, SD = 13.36, N = 165) which was below the mean score for the entire group (M = 66.32, SD =13.37, N = 347). Teaching experience and familiarity with persons with LD did not affect the knowledge level of the three groups of participants. The study makes recommendations on how to improve the knowledge level of learning disabilities among pre-service teachers in India, and the need to assess knowledge of LD among physicians, parents, paraprofessionals, educational administrators and other stake holders. (Contains 1 table.)
Special Education in Saudi Arabia: Challenges, Perspectives, Future Possibilities
Author: Alquraini, Turki
Date: 2010-00-00
Type: Journal Articles
Subjects: Disabilities,Foreign Countries,Special Education,Teacher Attitudes,Inclusion,Mainstreaming,Regular and Special Education Relationship,Attitudes toward Disabilities,Educational Change,Attitude Change,Federal Legislation,Access to Education,Severity (of Disability),Individualized Education Programs,Educational History

This paper provides a brief background of the education system in Saudi Arabia and current special education services and programs for students with disabilities. Additionally, this paper presents the findings of some studies that examined teachers' perspectives regarding the inclusion of students with disabilities. As Saudi Arabia continues its dramatic period of improvement, changes in special education services will occur rapidly. To improve special education services, educators, parents, policymakers, and other professionals should consider many suggestions regarding critical components of successful inclusive education. In addition, further research is needed on changing the attitudes of stakeholders toward inclusion so they can be supportive of these students in a general education setting.
Preparing Workers for Successful Careers
Author: Reese, Susan
Date: 2010-05-00
Type: Journal Articles
Subjects: Biotechnology,Cooperative Education,Education Work Relationship,Sustainability,Health Services,Auto Mechanics,Skilled Occupations,Workplace Learning,Labor Force Development,Experiential Learning,Internship Programs,Vocational Education

No doubt career and technical education (CTE) is integral in preparing a skilled workforce for today's jobs. Hands-on training is an important element of the CTE classroom, and when that occurs in an actual workplace setting, it may be called internship, apprenticeship or cooperative education. Whatever term is applied, it is another way in which CTE is preparing the new workforce. In this article, four programs are profiled highlighting the success of CTE in Maryland, Florida, Utah, and Oregon, in the fields, respectively, of automotive, health care, biotechnology and sustainability. (Contains 9 online resources.)
The Promise of Middle-Skill Occupations
Author: Stone, James R., III
Date: 2010-05-00
Type: Journal Articles
Subjects: Labor Market,Vocational Education,Institutional Role,Skilled Occupations,Workplace Learning,Demand Occupations,Skill Development,Labor Force Development

Labor market economists argue that it is difficult to fit occupations into a few skill categories, but most will agree that there are at least three. In this schema, high-skill occupations are those in the professional/technical and managerial categories. Low-skill occupations are in the traditional, in-person service and agricultural categories. The rest are middle-skill occupations. There is much focus on high-skill and low-skill occupations, but many jobs and careers fall somewhere in the middle. In this article, the authors give an overview of the characteristics of middle-skill occupations, and the role career and technical education (CTE) plays in preparing workers for those jobs. (Contains 1 figure, 1 table, and 1 footnote.)
Worker Contentment: Facing the Realities of Today's Workplace
Author: Garton, Jeff
Date: 2010-05-00
Type: Journal Articles
Subjects: Career Education,Holistic Approach,Education Work Relationship,Quality of Working Life,Work Attitudes,Job Satisfaction,Industrial Psychology,Tenure,Employment Practices,Labor Problems

Management experts have observed that employment relationship has become contractual, fragile, and short-lived. Downsizings have resulted in some people having far too much work and stress, while increasing numbers have no work at all. As a result, people are taking jobs they do not really want and staying longer in jobs they do not really like. This author states that workforce preparation needs a holistic approach that includes awareness of some of the harsh realities of today's world--a world in which an employee's satisfaction is not always the employer's bottom line. This article discusses a holistic approach to career education that gives hope to students and their ability to have and enjoy their best career without depending on employers to make them happy.
Assessing Students' Technical Skill Attainment
Author: Jorgensen, Haley
Date: 2010-05-00
Type: Journal Articles
Subjects: Student Evaluation,Program Effectiveness,Vocational Education,College Outcomes Assessment,Scoring Rubrics,Accountability,Evaluation Methods,Psychometrics,Achievement Rating,Academic Standards,Educational Attainment,Skill Development

The Wisconsin Technical College System (WTCS) is working to comply with the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins) to ensure that its graduates have mastered the technical skills needed by business and industry. The legislation requires that each state identify and approve program assessment strategies used by any Perkins-funded postsecondary institution. As an eligible recipient of Perkins funding, WTCS will comply with the Act by using direct measures of technical skill attainment for program graduates within the 16 Wisconsin Technical Colleges. These direct measures, which provide evidence that students have achieved intended outcomes or skills, may include third-party exams, performances, portfolios, rubrics, capstone projects, internship evaluations, and clinical evaluations, among others. The 16 WTCS technical colleges are pooling resources, sharing ideas and working together to create &quot;Technical Skill Attainment&quot; (TSA) assessment rubrics for programs that cannot appropriately measure student skill attainment by third-party assessments. WTCS colleges that sponsor unique programs are also developing TSA assessments. Through the implementation of TSA assessments that measure whether students are meeting program outcomes and industry standards, the WTCS is ensuring that its graduates leave its institutions armed with the skills coveted by employers.
Learning Traits in Postsecondary CTE: A Discussion on Classroom and Career
Author: Brace, Robert
Date: 2010-05-00
Type: Journal Articles
Subjects: Cognitive Style,Metacognition,Learning Processes,Standards,Learning Strategies,Skill Development,Skill Analysis,Educational Practices,Aptitude Treatment Interaction

There are many different learning styles among students in the classroom. This article looks at the role learning traits play in postsecondary education, as educators work to prepare students with the education and training they need to be successful in the workplace. While opinions may differ as to the usefulness of learning trait familiarity, this author stresses that it may still be worth noting the use of learning trait assessments as a means to make skill and information transaction more palatable to the student, and as instruments to promote metacognition concerning an individual's strengths and weaknesses in areas of soft skills as well.
Productivity, Social Networks and Net Communities in the Workplace
Author: Asunda, Paul
Date: 2010-05-00
Type: Journal Articles
Subjects: Productivity,Global Approach,Work Environment,Social Networks,Network Analysis,Influence of Technology,Organizational Change,Information Technology,Workplace Learning

The 21st century workplace is being shaped by ever-changing technological innovations, shifting demographic patterns, globalization and power shifts, in addition to different economic players such as policymakers, employers, education and training institutions that shape the quality of the future workforce. In today's work environment, organizations are not only relying on technological innovations, but also on new Internet communications technologies, altered working practices, and improved training of the workforce to improve profits as well as worker productivity. In this article, the author looks at how social networks and net communities may transform the world of work. (Contains 1 figure and 2 online resources.)
Reading Frameworks in CTE: Pilot Study Findings
Author: Park, Travis D.
Date: 2010-05-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Strategies,Literacy,Vocational Education,Content Area Reading,Control Groups,Instructional Effectiveness,Comparative Testing,Teaching Methods,Achievement Gains,Pretests Posttests,Questionnaires,Pilot Projects

Improving comprehension skills is vital to building cognitive skills. Reading and literacy skills enable youth to gather information and create knowledge from various sources, and then to consider solutions to problems in and about their lives from both a cognitive and a creative standpoint. By implementing disciplinary reading strategies in the career and technical education (CTE) curriculum, teachers enable all youth with the requisite skills to succeed in school, careers and daily life. Effective reading does not rely upon a single strategy but incorporates the coordination of several strategies, which improves comprehension and leads to reading more, bolsters critical reading, increases the variety of texts read, improves standardized test scores, and enhances general comprehension. Researchers have proposed that reading strategy instruction should be investigated in specific contexts, such as CTE. This article presents the Authentic Literacy in CTE research project being conducted by a team at Cornell University, in partnership with the National Research Center for Career and Technical Education, which found that a CTE Reading framework can greatly enhance CTE students' reading comprehension skills.
Practical Literacy Matters: Teacher Confidence Is Key
Author: Santamaria, Laura A.
Date: 2010-05-00
Type: Journal Articles
Subjects: Reading Strategies,Vocational Education Teachers,Curriculum Implementation,Self Esteem,Reading Instruction,Literacy,Teaching Methods,Educational Practices

Literacy is important to career and technical education (CTE) teachers, who strive to integrate core academic and cognitive skills and knowledge into their classrooms. There is little question that educators need to continually address literacy within CTE. Rather, the issue for many CTE teachers and administrators becomes how to effectively implement literacy strategies in the classroom for maximum impact. Based on CTE teachers involved in a literacy study conducted by a research team at Cornell University through the National Research Center for Career and Technical Education (NRCCTE), evidence shows that teacher confidence is low regarding the integration of reading and reading strategies within CTE. This article looks at how teachers can boast their students' reading success by raising their own confidence in the implementation of CTE reading strategies. (Contains 2 footnotes.)
NPS Draws CTE Educators from around the Country
Author: Emeagwali, N. Susan
Date: 2010-05-00
Type: Journal Articles
Subjects: Vocational Education,Conferences (Gatherings),Educational Principles,Position Papers,Education Work Relationship,Role of Education,Teacher Associations,Educational Trends,Change Strategies,Barriers,Educational Policy

In this article, the author describes the Association for Career and Technical Education's (ACTE) National Policy Seminar (NPS) which successfully brought hundreds of career and technical educators to Arlington, Virginia. The event, which was held March 8-10, provided career and technical education (CTE) professionals with an opportunity to keep abreast of developments on Capitol Hill with presentations from keynote presenters Brenda Dann-Messier, assistant secretary, Office of Vocational and Adult Education (OVAE), and Jane Oates, assistant secretary, Employment and Training Administration. Other presenters included congressional staffers and representatives from organizations such as the National Governors Association (NGA), U.S. Chamber of Commerce, the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), American Youth Policy Forum (AYPF), and the National Education Association.
CTE Month: ACTE and Schools Celebrate the Value of CTE
Author: Kidwai, Sabrina
Date: 2010-05-00
Type: Journal Articles
Subjects: Vocational Education,Student Organizations,Ceremonies,School Activities,Professional Associations,High School Students,Career Guidance,Advocacy,Institutional Advancement

The Association for Career and Technical Education (ACTE) and Career and Technical Student Organizations DECA and FCCLA toured career and technical education (CTE) programs and academies at Falls Church High School in Arlington, Virginia, in February. Each year, to celebrate CTE Month, ACTE visits a local school to gain a better perspective of how students are learning in the classroom; this helps staff to better advocate for CTE on Capitol Hill by providing anecdotal information that can be used to highlight CTE's successes to policymakers and the media. This article describes how ACTE staff and some CTE schools from around the country celebrated CTE Month.