ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of Factors Contributing to Secondary Traumatic Stress in School Counselors: A Pilot Study
Author: Beasley, Jordon J.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,Trauma,Stress Variables,Pilot Projects,Burnout,Counselor Training,Wellness,Intervention,School Counseling,Role Conflict,Correlation,Quality of Life,Measures (Individuals),Counselor Client Relationship,Construct Validity,Work Environment,Elementary Secondary Education,Counselor Attitudes

School counselors often experience high levels of stress that may result from a variety of factors including multiple job responsibilities, role ambiguity, high caseloads, limited clinical supervision, and exposure to students who have experienced trauma (DeMato &amp; Curcio, 2004; Lambie, 2007; McCarthy et al., 2010; Rumsey, 2017; Mullen &amp; Gutierrez, 2016). This article reports findings from a pilot study that further explored the relationship between counselor activities and demographic variables on school counselors' (N=55) levels of secondary traumatic stress after controlling for burnout and years of experience. Findings indicate that overall secondary traumatic stress was low to moderate with Coordination and Other activities significantly influencing the outcome. This brings attention to the contributing factors of secondary traumatic stress in school counselors that can inform educational training, wellness interventions, and environmental supports for school counselors. This pilot study resulted in encouraging findings and future implications are discussed.
Students and Teachers&apos; Points of View on Code-Switching in EFL Classes: A Balance or Imbalance Paradigm?
Author: Yildiz, Islam
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Code Switching (Language),Native Language,Student Attitudes,Teacher Attitudes,Secondary School Students,Secondary School Teachers,Communicative Competence (Languages),Turkish,Educational Benefits

This study aims to clarify whether the implementation of language alternation in the teaching of English as a foreign language (EFL) has strengths or limitations from both teachers and students' points of view. By making use of both qualitative data which was conducted through structured interviews with 23 teachers in one of the provinces of Turkey as well as applying structured forms to 92 teachers from 34 cities in Turkey and quantitative data containing a five-point Likert scale questionnaire collected from 226 students, the current research reports students' stances towards teacher code-switching in EFL classrooms in Turkish secondary and high school context, and teachers' language choice causes with inferable results. The data from the questionnaire were collated, and the SPSS program was used to calculate the descriptive calculations involving percentages and frequencies. The results of the study reveal that students and teachers tend to agree on the majority of questions. While students welcomed the teachers' code-switching efforts in English lessons, the teachers advocated the balanced conduct of language switching, especially in terms of communication skills.
A Confirmatory Factor Analysis of the School Counseling Program Implementation Survey
Author: Olsen, Jacob
Date: 2021-00-00
Type: Journal Articles
Subjects: Factor Analysis,School Counseling,Program Implementation,Elementary Secondary Education,Test Validity,Surveys,Psychometrics,School Counselors

Researchers analyzed data from a national sample of American School Counselor Association (ASCA) members practicing in elementary, middle, secondary, or K-12 school settings (N = 4,598) to test the underlying structure of the School Counseling Program Implementation Survey (SCPIS). Using both confirmatory and bifactor analyses, results suggested that a three-factor model had the best fit for the data. The SCPIS provides practicing school counselors, state and district leaders, counselor educators, and researchers with a psychometrically sound measure of ASCA National Model implementation.
Family Support and School-to-Work Transition: Perceptions and Experiences of University Graduates in Kampala City, Uganda
Author: Tulibaleka, Paul Ogwang
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Education Work Relationship,Family Relationship,Family Influence,Financial Support,Affective Behavior,Social Networks,Small Businesses,Employment,Unemployment,Low Income,Anxiety

This study explored the experiences and implications of transitioning from school to work without family support for university graduates in Uganda. The research was a qualitative exploratory study in Kampala city, Uganda. The data was collected through in-depth individual interviews with university graduates (first-degree graduates). The research findings showed that young men and women, upon graduation, strongly believe that the family is obliged to support their transition from school to work. The implications of not being supported by the family include prolonged unemployment and the risk of falling into the Not in Employment, Education or Training (NEET) category, engaging in precarious and informal work as they queue waiting for formal employment that matches attained educational qualifications, emotional stress, and the dependence on friends for survival. The graduates' most expected forms of family support include financial support for job search expenses and practical job search assistance through informal networks. However, there is also a strong feeling that the family should support the graduates by providing capital for small businesses (self-employment), which they can depend on during the transition period. The desire for self-employment can be attributed to the fact that many youths in developing countries are self-employed. In Uganda, self-employed young people constitute three-quarters of the working young persons.
The Effect of Social Support Perception and Resilience Levels of Prospective Teachers on Academic Burnout during the Pandemic Period
Author: Akcay, Püren
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Support Groups,Resilience (Psychology),Preservice Teachers,Burnout,COVID-19,Pandemics,Distance Education,Measures (Individuals),Electronic Learning,Foreign Countries

While the COVID-19 pandemic caused a sudden transition to online education in higher education, university students faced many unexpected situations. In this direction, in this study, it was aimed to determine the resilience, academic burnout and perceived social support levels of teacher candidates during the adaptation process to online education and to reveal the effect of perceived social support and resilience on academic burnout. This study was designed according to the relational survey model and 'Maslach Burnout Inventory--Student Form' and 'Multidimensional Scale of Perceived Social Support' and 'Short Psychological Resilience Scale' were used as data collection tools. The sample of the research consists of 367 education faculty students who are studying at a private university in the 2020-2021 academic year, determined by the random sampling method, one of the purposeful sampling methods. According to the results obtained from the research findings perceived social support and resilience variables together explain approximately 3% of the total variance in burnout.
The Analysis of Picture Storybooks Aimed at Pre-School Children in Terms of Child Rights Violations
Author: Polatlar, Duygu Yalman
Date: 2021-11-00
Type: Journal Articles
Subjects: Picture Books,Preschool Children,Childrens Rights,Childrens Literature,Child Safety,Preschool Education,Foreign Countries

Books introduce children to social life and provide them with the opportunity to expand their imaginary worlds. Pre-school children are influenced by books more than adults. Children can identify themselves with the heroes in the books and choose to act like them. Therefore, the features of the heroes in children's picture books, what they go through, and the intended message of the story have significant importance in terms of children's development. This study aims to analyze children's picture books aimed at children who are 3-6 years old in terms of child rights violations. Phenomenological pattern, which is among qualitative research methods, was used in the study. The 30 books, which constitute the data set of the study, were chosen firstly by determining the publishers, and secondly through random sampling method. The data of the study were sorted out using descriptive analysis. In order to find the messages that are directly or indirectly conveyed in children's picture books, &quot;the sentences in the books&quot; were analyzed. The analysis of the data is based on the four sub-themes of child rights; namely, &quot;Survival, Protection, Participation, Development&quot; rights. This study found that development rights were violated the most. Then came survival and protection violations. No violation as to participation rights was observed. Finally, suggestions were made about the study.
Interventions for School Counselors Encountering COVID-19 Impacts
Author: Chibbaro, Julia
Date: 2021-00-00
Type: Journal Articles
Subjects: Intervention,School Counselors,COVID-19,Pandemics,Identification,Well Being,Physical Activity Level,Social Emotional Learning

As the impacts of the COVID-19 pandemic on children and adolescents become apparent, school counselors and educators must work together to identify students who may be suffering. As a student advocate and leader within their schools, school counselors are in an optimal position to offer interventions and strategies that may be helpful to students, parents, administrators and teachers. Collaboration and coordination between schools and communities is also necessary for school counselors to be successful in helping students develop resiliency surrounding the impacts of COVID-19.
Well-Being and Academic Workload: Perceptions of Science and Technology Students
Author: Yangdon, Karma
Date: 2021-11-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Well Being,Time Factors (Learning),Science Education,Technology Education,Student Satisfaction,College Environment,Coping,Psychological Patterns,Social Life,Personality Traits,Foreign Countries

University students need to find a balance between their physical, mental, social, and emotional state to do well in their academics. Student's well-being should be one of the top priorities for any academic institute. The present study employed a sequential mixed methods approach to provide insights into students' perceptions of well-being and academic workload. An online survey (n = 385) was conducted in the first phase, followed by collection of qualitative data through course assignments (n = 119) in the second phase for in-depth information. The findings showed that the students are not satisfied with college life, particularly in terms of academic workload as well as basic facilities and services. Furthermore, the results demonstrate that students have issues coping with negative emotions, which is likely to impact their overall well-being and health. Therefore, it is crucial that the colleges implement strategic interventions to address these issues.
School Counselors&apos; Use of Multicultural and Social Justice Counseling Competencies (MSJCC) Leadership Framework in Title I School Settings
Author: Dowden, Angel
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Counseling Techniques,Cultural Pluralism,Social Justice,Disadvantaged Schools,Elementary Secondary Education,Federal Legislation,Educational Legislation

School counselors have been called to be leaders in K-12 schools (ASCA, 2012; Education Trust National Center for Transforming School Counseling, 2009). School counseling leadership emphasizes the promotion of equitable academic achievement, career development and social/emotional development for all students. To do this, school counselors must be culturally competent, socially just, and able to advocate for the needs of the diverse students served. School counselors working in Title I schools are uniquely challenged as the population served is often vulnerable, disadvantaged, or marginalized. This article promotes the use of the Multicultural and Social Justice Counseling Competencies (MSJCC) as a leadership framework to assist school counselors in their leadership development and equity work for students - specifically in Title I schools.
Place Attachment and Academic Aspirations in Rural Elementary Students
Author: Bright, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Rural Areas,Academic Aspiration,Self Efficacy,Attachment Behavior,School Counselors,Counselor Educators,Correlation,Academic Ability,Models,Career Development,Career Counseling,Place Based Education,Critical Theory,Student Attitudes,Family Relationship,Validity

Limited research exists on rural student academic aspirations from a counseling perspective. Much of the existing research focuses on the high school years and their implications for college. This study explores the relationship between place attachment, academic self-efficacy, and academic aspirations in rural elementary students. The sample consisted of 96 students in the 4th through 6th grades across two elementary schools in the northeastern United States. Hierarchical multiple regression analyses indicated that academic self-efficacy was significantly related to academic aspirations after controlling for sociodemographic variables. Contrary to the researcher's hypothesis, place attachment failed to have a significant relationship with academic aspirations after academic self-efficacy was entered into the model. However, place attachment moderated the relationship between academic self-efficacy and academic aspirations. The discussion section further explores these results and their implications for school counselors, counselor educators, and counseling researchers.
The Impact of Training in Action Research on School Counseling Students&apos; Data Attitudes and Data Self-Efficacy
Author: Dameron, Merry Leigh
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counseling,Action Research,Counselor Training,Program Effectiveness,Student Attitudes,Self Efficacy,Decision Making,School Counselors,Graduate Students,Masters Programs,Data Collection

Using data to drive decision-making and evaluate program effectiveness is paramount to the school counseling profession. In this pilot study, researchers utilized a quasi-experimental design to examine the impact of training in action research on students' data attitudes and self-efficacy. Participants in the experimental group saw greater increases in data self-efficacy, but not data attitudes, than control group members.
Driving Value Creation in the New Economy Following the COVID-19 Crisis. Data-Mining Students&apos; Satisfaction from Online Teaching in the Virtual Academic Climate
Author: Eckhaus, Eyal
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Electronic Learning,Educational Change,Virtual Classrooms,Web Based Instruction,Educational Benefits,College Students,Student Satisfaction,Information Technology

This study examines the advantages of online teaching from the perspective of students at eleven institutions of higher education, universities, and colleges in Israel. The study was conducted at the end of the second semester of their academic studies, after students had experienced &quot;face to face&quot; studies, and they were asked to reply freely to an open question on how they evaluate the benefits of transitioning to online teaching. Students were forced to cope with a new reality, where they were compelled to study in a digital classroom. The academic-social climate, lecturer-student relations, and the relations among the students themselves changed instantaneously, with no preparation by any of those involved. The research findings can illuminate the strengths of online teaching with a view to the future. Was the impact of teaching and learning during the coronavirus era a one-time event for the students or one from which it is possible to examine and embrace new ways of learning as they see them? Based on 1,937 fully completed surveys, a mixed methods research design was employed. Major themes were manually tagged, and an empirical model was developed. Structural Equation Modeling (SEM) was utilized to test the model's goodness-of-fit. Findings present a host of parameters that have a significant positive influence on students' positive perception of the transition to online teaching. This study is the first to thoroughly examine the advantages of switching to online teaching among a large group of students from several different academic institutions, and it presents both qualitative and empirical results. Ethical implications of the findings are discussed.
Perceptions and Understandings of Low Literacy among Developing Teacher Candidates
Author: Baugher, Johannah
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Literacy,Knowledge Level,Social Attitudes,Social Bias

While a great deal of research is available to inform the definition of low literacy, its impact on local, state, national, and global levels, as well as commonalities that exist among those comprising this population, little is publicized about the perceptions held of this population by members of the general public. Yet, despite this identified gap in literature, one set of themes remain: individuals of low literacy are often a marginalized population, susceptible to socioeconomic vulnerability, and disadvantaged in matters of assimilation within many social constructs (Flynn et al., 2011; Martinez &amp; Fernandez, 2010). Through this study, attempts will be made to formulate perceptions and understandings of low literacy among teacher candidates.
Maintaining Fidelity in Teacher Education Programs during COVID-19
Author: Dague, Christopher Thomas
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Teacher Educators,Teacher Attitudes,Outcomes of Education,COVID-19,Pandemics,Fidelity,Instruction,Distance Education,Teaching Experience,Teacher Student Relationship,Adjustment (to Environment),Internship Programs,Educational Planning

Three teacher education professors describe their respective professional experiences surrounding the effects of the COVID-19 pandemic. Each detail how their professional experience and foci led them to make changes to best serve the students at their institution. This article intends to serve teacher educators by striking a balance between theory and practical application while candidly addressing successes and areas for improvement.
Adlerian Consultation: A Model for School Counselors during the COVID-19 Pandemic
Author: McClendon, Levi
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,Counseling Techniques,COVID-19,Pandemics,Stress Variables,School Closing,Consultation Programs,Counseling Services,School Counseling,Elementary Secondary Education

Consultation is one of the primary methods of providing indirect student services and common practices of school counselors. Due to high caseloads and the stress of school shutdowns during COVID-19, consultation remains an important modality to serve teachers and support students. A case study is provided to demonstrate how school counselors can use the Seven Steps of Adlerian Consultation during the COVID-19 pandemic.
The School Counselor&apos;s Role in Supporting Students with High-Functioning Autism Spectrum Disorder with the Transition to College
Author: Barna, Jennifer S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Students with Disabilities,School Counselors,Counselor Role,Interpersonal Competence,Communication Skills,Self Advocacy,Executive Function,At Risk Students,Transitional Programs,College Readiness,High School Students

Students with high-functioning autism spectrum disorder (HASD) have specific challenges that can impede their successful transition from high school to college. The unique expertise of school counselors put them in an ideal position to assist these students with this process. The purpose of this manuscript is to describe the social, communication/self-advocacy, and executive functioning deficits that impact the transition process and identify effective intervention strategies for school counselors.
Military-Focused Education and Career Advising: What Professional School Counselors Need to Know
Author: Ramos, Trish
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Career Counseling,Standards,Professionalism,Military Service,Armed Forces,High School Students,Higher Education,Professional Associations,Knowledge Level

Professional school counselors are tasked with providing information about postsecondary options to high school students and their families. Opportunities in the military offer a variety of benefits; however, misconceptions about military education and career pathways are prevalent among students, families, and educators, so professional school counselors should be aware of these when advising students. The purpose of this paper is to provide professional school counselors with an overview of military service options and the benefits of each, as well as to outline the variety of options for entry into the military via active duty and higher education pathways. The American School Counselor Association's (ASCA) &quot;Professional Standards and Competencies&quot; (2019) clearly outline postsecondary advising as a key competency for school-based counseling professionals and as such it is important for counselors to be aware of each of these military options.
Exploring the Motivation of Livestreamed Users in Learning Computer Programming and Coding
Author: Huang, Hong
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Technology,Synchronous Communication,Programming,Computer Science Education,Social Media,Content Analysis,Cognitive Processes,Information Seeking,Motivation,Independent Study

This article discusses the emerging presence of online livestreaming programs for computer coding education. The typologies of motivations from a user-gratification perspective were explored from live coding streaming platforms such as &quot;Twitch.tv&quot; and &quot;LiveEdu.tv&quot;. Categories of motivations were identified from the literature. Content analysis was used for analyzing the distribution of motivation categories in &quot;Twitch.tv,&quot; as well as blog posts on &quot;LiveEdu.tv&quot; guided by Gratifications Theory. From the literature, five types of motivations were identified: (1) Cognitive; (2) Affective; (3) Social Integration; (4) Personal Integration; and (5) Tension release. In live coding streaming communities, the content analysis of 256 streams and twenty six discussion posts indicated that the primary motivation is cognitive related information seeking, followed by social integration such as community outreach, and then personal integration such as personal recognition. Through content analysis, the authors found that the audience's psychological state while watching online livestreaming of coding practice is mainly focused on learning and information seeking, emotional connectedness, and social interactions. Based on the findings, an empirical motivation model in live coding streaming was also developed. The findings for researchers and practitioners alike in programming education can apply respective motivation characteristics in programming education.