ethanporcaro/eric-fulltext-meta huggingface dataset:
Putting Research into Practice in School Violence Prevention and Intervention: How Is School Counseling Doing?
Author: McAdams, Charles
Date: 2011-00-00
Type: Journal Articles
Subjects: Intervention,Violence,Prevention,School Counseling,School Counselors,Knowledge Level,Research,Counselor Qualifications,Aggression,Family Influence,Child Development,Environmental Influences,Family Relationship,Incidence

This article reports the findings of a national survey of practicing school counselors regarding their knowledge of current research in school violence prevention and intervention. The authors describe four active areas of youth violence research over the past two decades and present findings that suggest that a potentially dangerous gap may exist between research advances and their incorporation into the day-to-day practice of school counselors in the United States. Implications of the findings are considered along with strategies for bridging the research-to-practice gap as recommended by the school counselors themselves. (Contains 3 tables.)
An Exploratory Study in School Counselor Consultation Engagement
Author: Perera-Diltz, Dilani M.
Date: 2011-00-00
Type: Journal Articles
Subjects: School Counselors,Consultation Programs,Teaching (Occupation),Principals,Parent School Relationship,Mental Health Workers,Expertise,Cooperation,Models

Consultation, an indirect school counselor service, is provided by 79% (n = 998) school counselor currently. Most frequently consultation occurs with teachers, parents, and principals. MANOVA and post hoc analysis indicate differences in consultation practices across academic levels. Choosing a consultation model based on the type of service recipient (i.e., administration, faculty, parents, other mental health professionals) may improve the benefits of this common school counselor service. Future directions for research and limitations of the study are provided. (Contains 2 tables.)
Meeting the Guidance and Counseling Needs of Gifted Students in School Settings
Author: Elijah, Karen
Date: 2011-00-00
Type: Journal Articles
Subjects: Counseling Services,Academically Gifted,School Counseling,School Counselors,Ethics,Student Needs,Comprehensive Guidance,Counselor Training,Counseling Techniques,Counseling Psychology,Individual Counseling,Talent Development

A practicing school counselor discusses the necessity of providing specialized guidance and counseling services for gifted and talented learners. Unfortunately, school counselors today may not have adequate knowledge or training to be able to provide such services and some may have attitudes and biases that prevent effective work with these students. Yet, school counselors have unique skills to apply in service delivery. This discussion examines academic, career/vocational, social, and affective needs of gifted students and areas for which they may require specialized assistance. The American School Counselor Association (ASCA) Ethical Standards for School Counselors (2004) can guide and support school counseling professionals as they obtain the education and training necessary to better meet the needs of gifted and talented learners, who are indeed part of "all" students whom they are admonished to serve.
Cyberbullying: Emergent Concerns for Adolescents and Challenges for School Counselors
Author: Burnham, Joy J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,School Counselors,Counseling Techniques,Internet,Bullying,Risk,Middle School Students,Gender Differences

Cyberbullying is a complex and disturbing 21st century phenomena. School counselors must understand the dynamics and risks of cyberbullying in order to help students, parents, and faculty deal with this difficult issue. We examined the extent to which middle school students understand, participate, and cope with cyberbullying issues in today's technologically equipped homes and schools. Results from the study suggested that approximately 15% of the students had cyberbullied others and almost 30% were victims of cyberbullying. Additionally, 50% of the student body was aware that others had been cyberbullied. We also examined student beliefs, thoughts regarding cyberbullying, and suggestions for adults to consider. (Contains 4 tables.)
Use of Multicultural Supervision with School Counselors to Enhance Cultural Competence
Author: West-Olatunji, Cirecie
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Supervision,Counselor Training,Counseling Effectiveness,School Counselors,Cultural Awareness,Underachievement,Cultural Differences

School counselors are often tasked with addressing the persistent underachievement of many culturally diverse students. However, there is concern that some school counselors lack the cultural competence to effectively intervene with culturally diverse students. This qualitative study investigated the impact of advanced multicultural supervision sessions on three practicing school counselors at a K-12 school. Results suggest that supervision increased awareness of school counselors' biases and provided an opportunity for them to engage in discussions regarding the implementation of culturally appropriate counseling strategies. Implications, recommendations, and areas of future research for counselor education and supervision are also presented. (Contains 1 table.)
The Religious Dimension of Lay Leadership in Catholic Schools: Preserving Catholic Culture in an Era of Change
Author: Belmonte, Angelo
Date: 2009-03-00
Type: Journal Articles
Subjects: Foreign Countries,Catholic Schools,Instructional Leadership,Principals,School Role,Qualitative Research,School Organization,Catholics,Cultural Capital,Religious Factors,Administrator Responsibility,Cultural Maintenance,Clergy,Lay People,Administrator Attitudes,Partnerships in Education

This article is a qualitative study of the practice of leadership in Catholic schools in Australia. Within an interpretivist framework, a multiple case study of six lay principals was employed. Findings suggest that successful leadership in Catholic schools is highly influenced by the cultural and spiritual capital that a principal brings to a school, signifying a fundamental importance of appointing principals who are not only professionally competent, but who are spiritually competent as well. The relationship between the lay Catholic principal in the parish and the parish priest emerged as a challenging issue in many contexts. Indeed, it was highly problematic for some principals. (Contains 2 figures, 1 table, and 1 footnote.)
The Evolution of "Association" as a Model for Lay/Religious Collaboration in Catholic Education, Part I: From "One and Only Masters" to the Lasallian Family, 1719-1986
Author: Tidd, Kevin M.
Date: 2009-03-00
Type: Journal Articles
Subjects: Catholic Schools,Identification (Psychology),Catholics,Religious Cultural Groups,Males,Lay People,Maintenance,Social Change,Educational History,Lay Teachers,Attitudes,Teaching Conditions,Power Structure,Partnerships in Education,Institutional Mission

Maintaining Catholic identity is a struggle that takes on many forms. For schools with historical ties to founding religious communities, this question often takes the form of how to preserve and grow the charisms of the religious community in the absence of any members of that community on the school faculty or staff. This article, first of a two-part series, explores how one community, the Brothers of the Christian Schools, came to answer that question. (Contains 2 footnotes.)
Attaining Moral Knowledge in the Church and Models of Adult Learning
Author: Shields, Richard
Date: 2009-03-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Conflict Resolution,Ethical Instruction,Ceremonies,Moral Values,North Americans,Social Change,Church Role,Communities of Practice,Transformative Learning,Adult Learning,Religious Education,Models

The sacrament of reconciliation has fallen into disuse among Roman Catholics. For the Holy See this signifies a loss of a sense of sin and reconciliation, rightly connecting moral consciousness and faith in salvation with sacramental celebration. Cultural studies underscore the importance of ritual practices as an essential element of religion's ability to deal with the experience of moral evil. However, decline in the frequency of confession may also be complicated by indifference among North American Catholics to current roles and power relations in the Church. In light of moral individualism in society and new ways of envisioning the Church fostered by Vatican II, the challenge of moral education in the Church is complex, but hopeful. Effective religious education, responsive to the situation of contemporary Catholics, will seek innovative approaches that are rooted in the tradition and developed in communities of living faith. The essay suggests that theories of transformative learning and communities of practice offer helpful models for responding to the crisis of sin and reconciliation in Roman Catholicism.
The Development of Catholic Studies Programs in American Catholic Universities
Author: Dosen, Anthony J.
Date: 2009-03-00
Type: Journal Articles
Subjects: Religion Studies,Catholics,Church Related Colleges,Catholic Schools,College Curriculum,Educational History

This article, written by a student of curriculum history, has attempted to provide a framework for understanding the context of Catholic Studies within the framework of the education curriculum of higher education. In the articles that follow, Father James Heft outlines the development and debate surrounding Catholic Studies programs, the value of these programs in Catholic higher education, and the challenges these programs face. Dr. Don Briel, director of one of the largest Catholic Studies programs in the country, responds to some of these criticisms and challenges by outlining the work done at the Center for Catholic Studies at the University of St. Thomas. This provides the reader with an opportunity to hear and engage with how the Catholic intellectual tradition is being passed on to the next generation.
Almost No Generalizations: Reflections on Catholic Studies
Author: Heft, James L.
Date: 2009-03-00
Type: Journal Articles
Subjects: Higher Education,Catholic Schools,Church Related Colleges,Differences,Catholics,Intellectual Disciplines,Scholarship,Interdisciplinary Approach,Institutional Mission,Theological Education,Folk Culture,Sustainability,Criticism,Cognitive Processes,Beliefs,Intellectual Development,Educational Trends,Moral Development,College Students,Persuasive Discourse

There are good reasons to be very careful about generalizations about Catholic higher education in the United States. Recall that the 220 or so Catholic colleges and universities are of very different kinds, very different sizes, with different student bodies, and are located in different parts of a country that sometimes have quite different cultures. One of the more interesting developments in recent years has been the appearance of Catholic Studies Programs (CSPs). A number of Catholic colleges and universities have highly publicized these programs, and tried with varying success to make them vehicles for the transmission of the mission and identity of their institution. Commentaries on these programs often reflect the ongoing debates about the larger question of the mission and identity of Catholic universities and colleges. The quality of the debate about CSPs on a specific campus often indicates the depth of understanding that faculty and administrators of that institution have of their overall mission and identity. This article begins with a look at CSPs, and concludes with some personal reflections on the larger questions related to the mission and identity of Catholic higher education in the United States today.
Catholic Studies at the University of St. Thomas
Author: Briel, Don J.
Date: 2009-03-00
Type: Journal Articles
Subjects: Catholics,Institutional Mission,Institutional Characteristics,Catholic Schools,Church Related Colleges,Religious Education,Intellectual History,Higher Education,Interdisciplinary Approach,Leadership,Educational Objectives,Educational Philosophy,Educational Practices,Educational Principles,Church Role,Spiritual Development

The phenomenon of Catholic Studies cannot adequately be understood without a prior consideration of certain fundamental tensions that mark modern higher education as a whole. These broader tensions characterize Catholic universities in specific and important ways. At the University of St. Thomas, Catholic Studies has proven to be a remarkably vital academic project, one with wide and deep interest among students from varied intellectual backgrounds and career interests, with broad outreach to the local community in lectures, workshops, and symposia, with comprehensive faculty development programs and seminars providing forums for a sustained exploration of the implications of the Catholic intellectual tradition, with research projects and symposia, with a national quarterly journal exploring Catholic thought and culture, with international programs and study abroad opportunities, with student life, with residential and leadership formation programs, with collaborative programs with schools and colleges of the university, including joint degree programs, with partnership programs with the local Church, with endowed lecture and visiting scholar programs, and with sustained engagement with professional and pre-professional programs both on and off campus. In this work, Catholic Studies at St. Thomas has in significant ways served as a catalyst on campus for the renewal of the university's identity and mission.
A Research-Based Approach to the President-Principal Model: Problems, Dynamics, and High Performance through Administrative Alignment
Author: James, John T.
Date: 2009-03-00
Type: Journal Articles
Subjects: Catholic Schools,High Schools,Principals,Presidents,School Organization,Administrative Organization,Leadership,Models,Barriers,Success,Competition,Conflict,Organizational Theories,Lay People,Empathy,Goal Orientation,Administrator Role,Expectation,Occupational Information

Many Catholic high schools have transitioned to a president-principal administrative structure. This article discusses the strengths and weaknesses of the model, revealing pertinent issues that must be addressed while operationalizing the model. Recent research supports some aspects of the model, but it is no panacea. Clear job descriptions, role expectations, and administrative alignment can help the model succeed. (Contains 2 tables.)
The Evolution of "Association" as a Model for Lay/Religious Collaboration in Catholic Education, Part II: The Emergence of Shared Mission as a Ministry Paradigm, 1986-2000
Author: Tidd, Kevin M.
Date: 2009-06-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,Models,Cooperation,Philosophy,Lay Teachers,Lay People,Christianity,Religious Education,Educational History,Educational Development

In Part I of this two-part series (published in the March 2009 issue), the author traced the evolution of the Brothers of the Christian Schools' (Christian Brothers in the United States) understanding of how they related to the lay people with whom they increasingly shared their apostolate of Catholic education. From a stance of wary distance in the 18th and 19th centuries, the Brothers increasingly accepted the reality of the presence of lay teachers in their schools by the middle of the 20th century. In the wake of the renewal occasioned by Vatican II, the Brothers began a process of self-examination and reflection on their apostolic identity and finality that dealt directly with the question of their corporate relationship with the laity that increasingly staffed and administered what were now called Lasallian schools. In the second part of this series, the Brothers' 41st General Chapter of 1986 is the starting point for a detailed analysis of how they developed the paradigm of shared mission that has radically reshaped the Brothers as a congregation and the landscape of relationships within the institutions they help to animate. This conceptual framework has profound roots in the theology of the apostolate of the laity described at Vatican II (Vatican Council II, 1966) and is embraced in the Brothers' own documents of renewal (Brothers of the Christian Schools, 1967/1994). It offers a powerful example of theological reflection and apostolic action for lay people and vowed religious who today share the mission of Catholic education. This article reviews the recent struggle of the Christian Brothers to develop the concepts of Lasallian schools and shared mission as a means to invite and incorporate the full and active collaboration of lay men and women in the ministry of Catholic education. [For Part I, see EJ934014.]
Transferring Social Justice Initiatives into Lasallian Schools
Author: Proehl, Rebecca A.
Date: 2009-06-00
Type: Journal Articles
Subjects: Social Justice,Catholic Educators,Catholic Schools,Transfer of Training,Outcomes of Education,Program Effectiveness,Adult Programs,Religious Education

This article describes a research project that examined the impact of a Lasallian mission formation program on program participants and their institutions. The study found that the program had a powerful impact on the participants personally, and 71% became newly involved or recommitted to social justice initiatives upon returning from the program. Two factors, however, significantly predicted the participants' level of transfer of learning into action: the availability of social support at their home institution and the applicability of their learning to their work. The article concludes with recommendations to help institutional leaders even more intentionally support participants to bring the lessons learned from mission formation programs back to their institutions. (Contains 6 tables and 2 footnotes.)
A Professional Development Model for Math and Science Educators in Catholic Elementary Schools: Challenges and Successes
Author: Kuchey, Debora
Date: 2009-06-00
Type: Journal Articles
Subjects: Elementary Schools,Catholic Schools,Elementary Education,Faculty Development,Science Teachers,Mathematics Teachers,Context Effect,Models,Program Effectiveness

Catholic elementary schools must continue to invest in the professional development of math and science teachers in order to prepare students for the challenging work that lies ahead of them. The purpose of the study was to examine the degree to which the Initiative for Catholic Schools (ICS), a 2-year professional development program for science and math teachers, demonstrated positive outcomes within the context of Catholic elementary education across the five levels of impact for a professional development program: participants' reactions, participants' learning, organization support and change, participants' use of new knowledge and skills, and student learning outcomes. The results provide evidence of positive outcomes in the participants' reactions, participants' learning, organization support and change, and participants' use of new knowledge and skills. The impact on student learning outcomes was less consistent and varied by grade level. (Contains 2 figures and 4 tables.)
Responding to the Demands of Assessment and Evaluation in Catholic Education
Author: Kallemeyn, Leanne M.
Date: 2009-06-00
Type: Journal Articles
Subjects: Catholic Schools,Educational Testing,High Stakes Tests,Criticism,Accountability,Federal Legislation,Educational Environment,School Role,Qualitative Research,Catholics,Educational Assessment,School Effectiveness,Student Development,Teacher Expectations of Students

Public schools are experiencing a new era of assessment and evaluation with the implementation of state accountability systems and No Child Left Behind. How can Catholic schools respond by recognizing the legitimacy of evaluation and assessment, while also critically examining its appropriateness? To help address this question, this article contains a brief history of how Catholic schools have accommodated evaluation and assessment demands, followed by a critical examination of standards-based accountability systems and high-stakes testing in relation to the identity and current milieu of Catholic schools. It also presents an expanded understanding of assessment and evaluation, which draws heavily on qualitative research paradigms. (Contains 5 footnotes.)
Civil Law and Catholic Education: Past, Present, and Future
Author: Shaughnessy, Mary Angela
Date: 2009-06-00
Type: Journal Articles
Subjects: Catholic Schools,Constitutional Law,Laws,Discipline,Sexual Abuse,Confidentiality,Life Style,Beliefs,Safety,Contracts,Supervision

This article will address the sources of the laws impacting Catholic education, particularly constitutional law, statutory and regulatory law, and contract law. Specific issues related to these areas will be discussed, including discipline, lifestyle and belief, negligence, sexual abuse, boundaries, confidentiality, cyberspace, and safety. The author endeavors to make practical applications and offer practical suggestions for &quot;lawful&quot; ministry.
Moral, Legal, and Functional Dimensions of Inclusive Service Delivery in Catholic Schools
Author: Scanlan, Martin
Date: 2009-06-00
Type: Journal Articles
Subjects: Catholic Schools,Special Needs Students,Delivery Systems,Inclusion,Poverty,At Risk Students,Minority Groups,English (Second Language),Federal Legislation,Mainstreaming,Legal Responsibility,Consultants,Special Education,Regular and Special Education Relationship

Catholic school educators are morally compelled by Catholic social teaching to foster inclusive service delivery for students who have traditionally been marginalized in schools, including students in poverty, students of color, English language learners, and students with special needs. This article applies this moral context to analyze the legal obligations of Catholic schools under Section 504 to serve students with special needs. It argues that as Catholic schools follow Catholic social teaching by developing inclusive service delivery to meet students' special needs, their legal obligations grow. The article concludes by describing the learning consultant model, a system of service delivery that balances these moral and legal duties. (Contains 1 footnote.)
Some Determinants of Classroom Psychosocial Environment in Australian Catholic High Schools: A Multilevel Analysis
Author: Dorman, Jeffrey P.
Date: 2009-09-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Catholic Schools,Classroom Environment,Individual Development,Learner Engagement,Structural Equation Models,Gender Differences,Teacher Student Relationship,Grouping (Instructional Purposes),Student Attitudes,Single Sex Schools

This research investigated some determinants of classroom environment in Australian Catholic high schools. The Catholic School Classroom Environment Questionnaire (CSCEQ) was used to assess 7 dimensions of the classroom psychosocial environment: student affiliation, interactions, cooperation, task orientation, order and organization, individualization, and teacher control. The sample consisted of 1,719 students from 80 classes in 20 Catholic coeducational and single-sex schools. Validation data attested to the sound structural properties of the CSCEQ. Because the data were nested (i.e., students within classes within schools), multilevel analyses were used to investigate the influence of student gender, grade, subject, and school type on students' perceptions of the classroom environment. Statistically significant associations between some of these grouping variables and some of the CSCEQ scales were evident, with student gender and grade the main explanatory variables. Variance in order and organization was not explained by any of the four hypothesized grouping variables. (Contains 5 tables.)