ethanporcaro/eric-fulltext-meta huggingface dataset:
Using an Ethical Decision-Making Model to Address Ethical Dilemmas in School Counseling
Author: Brown, Timothy
Date: 2017-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Ethics,Decision Making,Models,Case Studies,Values,Confidentiality,Safety,Parent Rights,Social Media,Moral Values

School counselors frequently face ethical dilemmas. These dilemmas often involve relationships with principals, parents, and other stakeholders. School counselors may confront complex ethical issues involving confidentiality, student safety, parental rights,and social media. The American School Counselor Association recommends following an ethical decision-making model when dealing with complex ethical issues. An explanatory case study is provided along with sample dilemmas to illustrate how an ethical decision-making model might be used within the school setting.
Curricular Abstinence: Examining Human Sexuality Training in School Counselor Preparation Programs
Author: Behun, Richard Joseph
Date: 2017-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Counselor Training,Knowledge Level,Skills,Sexuality,Health Behavior,Moral Values,Identification (Psychology),Violence,Elementary Education,Secondary Education,Curriculum,Sex Education,Online Surveys,Higher Education,Program Effectiveness,Counselor Qualifications,Statistical Analysis,Counselor Role,Multivariate Analysis

Professional school counselors (PSCs; N = 486) rated their level of perceived preparedness acquired in their school counselor preparation program with respect to knowledge, skills, and self-awareness of five human sexuality domains (behavior, health, morality, identity, violence) across grade level (elementary vs. secondary) and three human sexuality training groups (single course in human sexuality, human sexuality infused throughout curriculum, or no human sexuality training). Results indicated that while the majority of PSCs provided sexuality counseling to school students, many reported not receiving master's level education or training in this area.
School Counselor Evaluation Instrument Pilot Project: A School Counselor Association, Department of Education, and University Collaboration
Author: Cleveland, Richard E.
Date: 2017-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Counselor Evaluation,Pilot Projects,State Departments of Education,Context Effect,Accountability,Program Evaluation,Partnerships in Education,College School Cooperation,Administrator Surveys

This article describes initial efforts to pilot an evaluation instrument for school counselors. The pilot was a collaboration led by the state's school counselor association involving a state department of education (DOE), local school districts, and university faculty members. The article begins with a brief overview of historical and contextual factors relevant to the creation of the instrument and the pilot project. A summary description of the instrument is then provided that lists individual items and supplementary information distributed with the protocol. Next, preliminary results are presented. Finally, the article concludes by discussing limitations of the study, implications for practitioners, and recommendations for further research.
Positive Psychology and Career Development
Author: Aulthouse, Michelle
Date: 2017-00-00
Type: Journal Articles
Subjects: Psychology,Career Development,School Counselors,Counseling Techniques,Cognitive Psychology,Psychotherapy,Problem Solving,Ability,Occupational Aspiration,Psychological Patterns,Goal Orientation,Vocational Interests

The article details how school counselors can use principles of positive psychology to promote students' career development by facilitating students' pursuit of purpose and meaning. Specifically, the publication identifies how school counselors can actively employ with their students five constructs of positive psychology--namely strengths, positive emotions and flow, gratitude, perceiving and living a calling, and work/school hope--identified by Dik et al., (2014) as having empirical support for promoting career development. The authors of the manuscript provide approaches and techniques drawing on counseling theories including: cognitive therapy, solution-focused therapy, existential therapy, and positive psychotherapy, and offer actionable strategies for school counselors.
The Pedagogical Needs of Children and Adults Living in the Calais Jungle Refugee Camp: Existential Issues and Perspectives of Volunteer Teachers and Workers
Author: Bodon, Theresa C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Refugees,Foreign Countries,Volunteers,Teacher Attitudes,Video Technology,Interviews,Children,Adults,Needs,Well Being,Safety,Health,Political Issues,Crime,Attitude Measures,Access to Education,Educational Needs,Access to Health Care,Poetry

This study aimed at examining the pedagogical needs and challenges of children and young adults living in a refugee camp in France known as the &quot;Calais Jungle.&quot; Through the researchers' observations and interviews with volunteer teachers and workers at the camp, insights into their perspectives shed light on the pedagogical needs of refugees. Also, utilizing Paulo Freire's philosophical stance, this study provides a contextual approach to the educational practices and ideological viewpoints represented within unregulated refugee camp settings.
Assessment of Electro-Mechanic Technician Qualifications in the Context of European Transparency Tools
Author: Ozcan, Mustafa
Date: 2017-00-00
Type: Journal Articles
Subjects: Qualifications,Vocational Education,Case Studies,Electronics,Mechanical Skills,Auto Mechanics,English (Second Language),Learning Motivation,Gender Differences,Self Efficacy,Correlation,Accountability,Transfer Policy,Comparative Education,Evaluation Methods,Minimum Competency Testing,Foreign Countries,Qualitative Research

Purpose: This study explores the applicability and transferability of tools developed for the realization of comparability and transparency of qualifications across Europe. It relates to the implementation of the European Credit System for Vocational Education and Training (ECVET) and the European Qualifications Framework (EQF) in the automotive sector. Research Methods: This study was carried out according to the case-study model in order to investigate further operationalization and transferability of the previously developed VQTS matrix in Automotive Electro-mechanics to different national contexts. The working group of this study consists of 34 car service employees from Germany, Turkey and Italy. Findings: The data analysis indicated that the participants were moderately motivated to learn English as a foreign language (M = 92.62). There was not a significant gender-related difference in students' motivational orientations. Furthermore, female students' self-efficacy scores were significantly higher than those of the male students. Lastly, a positive correlation was found between students' motivational orientations and self-efficacy beliefs. Implications for Research and Practice: According to the findings of the study, the qualifications required for the work processes of the automotive electro-mechanic technician profession and the knowledge, skills and competencies required by these qualifications were confirmed by the service employees to a great extent.
Investigating Multicultural Education Phenomena in Minority and Public High Schools in Turkey: A Multiple Case Study
Author: Akinlar, Aylin
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Multicultural Education,Equal Education,Civil Rights,Sampling,Foreign Countries,Educational Opportunities,Public Schools,High School Students,Minority Group Students,Qualitative Research,Teacher Education,Teaching Methods,Course Content,Cultural Differences,Cultural Awareness,Semi Structured Interviews,Administrator Attitudes,Principals,Assistant Principals,Student Attitudes,Teacher Attitudes,Secondary School Teachers,Bilingual Education Programs,Educational Legislation

Purpose: Upon inspection of Turkish national programs, it is seen that today they incorporate more universal values and principles such as democracy and pluralism. In order to design systems and curricula for multicultural societies, it is of great importance to thoroughly understand the phenomenon of multicultural education in minority and public high schools in Turkey; since the number of qualitative studies conducted on this topic remains inadequate. The aim of this study is to investigate the perceptions and implementations of multicultural education among different participants from a minority high school and two public high schools in Istanbul, Turkey. Method: The methodology of this study was grounded in the principles of qualitative study. The maximum variation sampling method of purposive sampling methods was used. The data for the study was collected via triangulation during the 2014-2015 academic years. Particularly, an interview study method was employed. Findings: Participants indicated that multicultural education could contribute to more opportunities and equal education rights for all. Participants also expressed that multicultural education was required by different people from various cultures to live with equal rights and for society to be a more fair and democratic ground for people from all walks of life. Implications for Research and Practice: The research demonstrates that teachers need to receive a comprehensive training on multicultural education. As participants reported, teachers should use examples and content from a variety of cultures and groups to show key concepts, principles, generalizations, and theories in their subject area or discipline.
Delivery versus Time Devoted to Assignments: The Effect on Course Performance
Author: Guidry, Krisandra
Date: 2017-10-00
Type: Journal Articles
Subjects: Assignments,Delivery Systems,Lecture Method,Online Courses,Electronic Learning,Comparative Analysis,Intermode Differences,Time on Task,Grade Point Average,Performance Based Assessment,Academic Achievement,Money Management,College Students,Predictor Variables

Research in the area of amount of time spent on assignments and effect on course performance has focused exclusively either on the lecture or online format, but not comparison of the two. Nowhere has both modes of delivery been studied using an objective measure of course involvement. This study examines what is most significant in predicting a student's course grade: is it the method of delivery or the amount of time spent on graded assignments, and does the amount of time devoted to these assignments differ for online versus lecture presentations? The assignments were identical and tied to the textbook's online learning management system, which records the amount of time spent on assignments. This information, along with the method of delivery and eventual course grade was recorded. The student's cumulative GPA just prior to enrolling in the class was also researched in order to control for student aptitude. Two significant independent variables were found to have a positive effect upon student success: GPA and total time devoted to assignments. Students entering the course with higher GPAs earn higher grades. Furthermore, those that spend more time on assignments have better outcomes. The mode of presentation had no significant effect on performance.
Horses Helping Children Grow
Author: Graham, Louise B.
Date: 2017-10-00
Type: Journal Articles
Subjects: Horses,Counseling Techniques,Children,Child Development,Self Concept,Self Management,Self Efficacy,Self Esteem,Metacognition,History,Psychotherapy,Child Health,Social Support Groups,Physical Development,Cognitive Development,Skill Development,Anxiety

A review of Animal-Assisted Therapy and related terms such as &quot;Animal-Assisted Activities&quot; is presented as an introduction to the exploration of additional equine applications with children. Animal-Assisted Therapy has been studied, but Animal-Assisted Activities with children facing normal developmental struggles has not received much attention. Definitions and research for various animal activities and therapies are reviewed. Subsequent focus will be on equines helping children via Animal-Assisted Activities to meet normal developmental challenges. Creating parallels using a horse is an avenue to working with children, aiding them in the process of introspection, self-monitoring, self-efficacy, self-esteem, metacognitions, and overcoming angst associated with normal development hurdles. Horses can give accurate and unbiased feedback via their reactions to a child's behavior, thus increasing self-awareness of the impact of behavior on others. There are many different modalities utilizing equines, all of which have positive impacts on the individual.
An Analysis of Fifth Grade Gifted and Talented Student Math and Reading Achievement in South Texas Public Schools
Author: Smith, Stephanie
Date: 2017-10-00
Type: Journal Articles
Subjects: Grade 5,Reading Achievement,Mathematics Achievement,Public Schools,Academically Gifted,Comparative Analysis,Socioeconomic Status,Program Effectiveness,Effect Size,Scores,Gender Differences,Standardized Tests,Achievement Tests,Educational Legislation,Federal Legislation,State Policy,Statistical Analysis,School Districts

This study investigated the achievement of south Texas public school fifth graders participating in gifted and talented programming compared to the achievement of fifth graders not participating in gifted and talented classification in the area of math to determine if any differences exist. Student achievement of males and females and students identified for free/reduced or full price lunch participating in gifted and talented programs were also examined for differences in achievement levels. Data analysis results indicate that there are significant differences between students who participate in gifted education programs and those who do not. For all results, a negligible effect size was present, indicating the gifted education program had a minimal effect on the scores for the students participating in the program.
An Examination of Technology Training Experiences from Teacher Candidacy to In-Service Professional Development
Author: Williams, Mable Evans
Date: 2017-10-00
Type: Journal Articles
Subjects: Technology Education,Preservice Teacher Education,Inservice Teacher Education,Outcomes of Education,Teacher Attitudes,Faculty Development,Program Effectiveness,Technological Literacy,Skill Development,Technology Integration,Qualitative Research,Phenomenology,Semi Structured Interviews

The purpose of this qualitative study was to explore the perceptions of in-service teachers concerning the effectiveness of technology training from a teacher education preparation program to in-service professional development. The findings of the study revealed that inservice teachers have had varying degrees of technology experiences from their teacher education preparation programs to professional development training ranging from no experience to applicable experiences to help foster transition into classroom teaching and learning. An effective training system in teacher education programs should be implemented to ensure that, with the presence and introduction of new technology in the classroom, the teachers are equipped with newly developed skills. The technology skills that in-service teachers placed the most value on achieving related to the technology tools associated with their discipline of teaching. The skills of the teachers should be aligned with the technology integration expectations for school adopted technology. Therefore, it is important to ensure that the technology aspect of in-service teaching is applicable to different academic subjects such as reading and math for example.
Investigation of the Effect of Various Demographical Characteristics on Pre-Schoolers&apos; Self Concept
Author: Karaca, Nezahat Hamiden
Date: 2017-00-00
Type: Journal Articles
Subjects: Demography,Preschool Children,Self Concept,Foreign Countries,Academic Ability,Self Concept Measures,Academic Achievement,Institutional Characteristics,Age,Parent Background,Fathers,Scores,Birth Order,Family Income,Siblings,Family Structure,Statistical Analysis,Child Development,Age Differences,Gender Differences

Problem statement: An individual's childhood years are pre-school period years when he/she makes progress in every aspect of development. Before getting to know his inner circle, the child starts to know himself/herself first. People's opinions about the child are highly important as long as these people are close to the child and valuable for him/her. As a result of these people's negative or positive opinions about the child, he/she creates a negative or positive self concept. Purpose of Study: Thus, the aim of this study is to analyze self concept of children, who are currently in pre-school period, in terms of various factors. Method: 393 children, who are currently pre-school students in nursery schools and kindergartens that are affiliated to Afyonkarahisar Provincial Directorate of Turkish Ministry of National Education, are included in the sample. For collecting the data, ''General Information Form'' including information about the children and '' Child's Perception of Self Concept'' assessment tool, which was developed to assess five-six years old children's self concept, were used. Finding and Result: As a result of the study, children's self concepts were highly different according to the type of school, their age and the educational background of their fathers. Recommendations: From this point of view, various suggestions, such as informing parents about the factors that are effective in forming self concept as well as informing them about the education that children get in the family and in pre-school institutions are effective for children's later years and carrying out studies about these development areas, are addressed to the parents, teachers and researchers.
Sales Role Play: An Online Simulation
Author: Newberry, Robert
Date: 2017-10-00
Type: Journal Articles
Subjects: Salesmanship,Role Playing,Simulation,Skill Development,Learning Activities,Web Based Instruction,Stress Variables,Ambiguity (Context),Experiential Learning

The online role play simulation as described in this article addresses critical skills as identified by practitioners and includes background materials, buyer and seller profiles, a sale/no-sale decision matrix, as well as a grading rubric, thereby facilitating a variety of selling scenarios. Both the buyer and the seller have integral roles in the outcome of the sales process in this role play, with as much emphasis placed on either role, enabling a more in-depth learning opportunity for students to clearly understand the buyer's motivations. This interactive pedagogical online tool enables instructors to align their sales curriculum content and pedagogy with practitioners' needs, while facilitating the learning experience for the professional selling student by simulating the role stress and ambiguity of the sales profession and to actually employ adaptive selling techniques.
A Meta-Analysis of the Relationship between Teachers&apos; Job Satisfaction and Burnout
Author: Yorulmaz, Yilmaz Ilker
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Burnout,Job Satisfaction,Correlation,Meta Analysis,Emotional Response,Psychological Patterns,Well Being,Effect Size,Performance,Elementary Secondary Education,Statistical Analysis

Purpose: Given the inconsistency among research studies on the relationship between burnout and job satisfaction of teachers in Turkey, it is of great importance to combine and interpret the results of such studies. In this regard, this study aims to examine the size and direction of relationships between job satisfaction and dimensions of burnout, and to determine the possible effect of moderator variables on these relationships. Research Method: The study was designed using a meta-analysis method. Identified as appropriate to the specified inclusion criteria, 15 studies for emotional exhaustion and depersonalization and 14 for reduced personal accomplishment were included in this meta-analysis. The total sample size of the included studies was 3,778 for emotional exhaustion and depersonalization, and 3,455 for reduced personal accomplishment. In the study, the possibility of a publication bias was examined. The included studies were determined to be heterogeneous. A random-effects model was used in the computation of effect sizes. Findings: In the study, the relationships between job satisfaction and emotional exhaustion and between job satisfaction and reduced personal accomplishment were found to be negative and at a medium level, whereas between job satisfaction and depersonalization the relationship was found to be negative and at a low level. For study-type and grade-level moderators, the variance among studies did not statistically differ. Implications for Research and Practice: Teachers' higher emotional exhaustion, depersonalization, and reduced personal accomplishment relatively reduce their job satisfaction. Further research might be beneficial in favor of extending the generalization in specific cultures and in combining inconsistent research results existing in literature.
Models for Delivering Written Business Communication Skills: Improving the Process
Author: Penrod, Catherine B.
Date: 2017-10-00
Type: Journal Articles
Subjects: Business Communication,Communication Skills,Writing Skills,Skill Development,Business Administration Education,Undergraduate Students,Business Schools,Writing Evaluation,Laboratories,Writing (Composition),Writing Instruction,Units of Study,Models,Expectation,Student Educational Objectives

Employers, higher education faculty, and accrediting bodies value communication as an important entry-level job skill. Unfortunately, research indicates that college graduates have inadequate communication skills and, in particular, lack strong business writing acumen. The ways business communication is taught, integrated, and assessed varies by business education programs. Some programs offer standalone business communication classes; others use a more integrated approach such as a centralized model in which a Communication Center assists students with writing assignments across business courses. Whether taught as standalone classes or integrated across the curriculum, assessment of writing assists in determining whether the delivery method is effective. This paper reviews two methods of delivery within a business college and compares the assessment of students' business writing skills in standalone classes with the assessment of students' business writing skills where instruction is integrated into other coursework and supplemented with a Professional Writing Center located in the college. A new model is proposed to build student intentions for enhanced professional communication display through fostering expectations.
Teaching &quot;Business&quot; Ethics: Affecting Change through Self-Regulation and Reflection
Author: Taylor-Bianco, Amy
Date: 2017-10-00
Type: Journal Articles
Subjects: Ethical Instruction,Business Administration Education,College Students,Teaching Methods,Self Management,Reflection,Assignments,Decision Making,Behavior Change,Metacognition

Most young college graduates have witnessed a cascade of unethical and, indeed, unlawful business behavior from insider trading to credit card meltdown and governance misbehavior, to give a few examples. Yet, while college students indicate that ethical training is essential and should be expected as part of one's college education, there is much debate as to how ethics should be taught. This manuscript discusses a Reflective Ethics in Action Assignment that encourages student learning through ethical thinking, reflection and ethical self-regulation in order to cement the importance of establishing a personal code of ethics to use as a guide in making better informed decisions in personal and professional endeavors.