ethanporcaro/eric-fulltext-meta huggingface dataset:
Independently Licensed Counselors&apos; Connection to CACREP and State Professional Identity Requirements
Author: Burns, Stephanie T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Counselor Training,Accreditation (Institutions),Professional Identity,Counselor Educators,Counseling,Mental Health,Counselor Attitudes,Counselor Role,Supervision,Counselor Certification,Statistical Analysis,Surveys,Likert Scales,Standards

Many professional counseling organizations act to strengthen counselor professional identity to achieve parity for counselors. However, independently licensed counselors often identify themselves as &quot;therapists&quot; or &quot;psychotherapists&quot; as a means of helping others understand their occupational role and establishing their professional community as encompassing all mental health professions. A random sample of 494 independently licensed counselors from state counseling licensure board lists answered five questions about Council for Accreditation of Counseling &amp; Related Educational Programs (CACREP) and state professional identity requirements required for clinical mental health counseling students. These professionals rated supervision pre- and post-graduation by an independently licensed counselor, counselor educators licensed and trained as counselors, the unique philosophy of the profession of counseling taught in counselor education programs, and the importance of CACREP accreditation for clinical mental health programs between Slightly and Moderately Important. Results suggest that independently licensed counselors see some value in a consistent and clear professional identity as a means to help current concerns experienced by independently licensed counselors.
Reaching and Retaining the Next Generation: Adapting to the Expectations of Gen Z in the Classroom
Author: Schwieger, Dana
Date: 2018-06-00
Type: Journal Articles
Subjects: College Students,Generational Differences,Student Recruitment,Career Readiness,Academic Persistence,Student Characteristics,Information Technology,Employment Qualifications,Literature Reviews,Values,Job Skills,Models,Skill Development

As the next generation of college students prepare to embark on institutions of higher education, colleges and universities are faced with significant budget cuts and state expectations for increased fiscal efficiencies and student graduation rates. A greater emphasis is being placed on improving methods for attracting new students and retaining those who are already enrolled. Institutions should examine characteristics of each phase of the process, including input, in process and output, in order to better attract and equip students to meet employer expectations. With these objectives in mind, this article examines current research on the characteristics of &quot;Generation Z&quot;--defined as individuals born between 1996 and 2012--as well as the employers' expectations of these technologically astute PostMillennials. A model and recommendations are proposed to aid higher education efforts in attracting, preparing and retaining students for their future careers.
Work Values, Occupational Engagement, and Professional Quality of Life in Counselors-in-Training: Assessments in a Constructivist-Based Career Counseling Course
Author: Blount, Ashley J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Career Counseling,Counselor Training,Constructivism (Learning),Student Attitudes,Work Attitudes,Quality of Life,Preferences,Values,Burnout,Empathy,Fatigue (Biology),Satisfaction,College Students,Likert Scales,Measures (Individuals),Interest Inventories,Surveys,Vocational Interests,Statistical Analysis

In this investigation, a sample of counselors-in-training's (CITs) work values, occupational engagement, and professional quality of life were explored at pre- and post-completion of a career counseling course. In relation to work values, participants highly valued balance, support, helping, and honesty within their careers, while power, competition, and risk-taking were least valued. Overall, participants increased their levels of occupational engagement from pre- to post-assessment over the span of the career counseling course. Finally, participants experienced moderate levels of compassion satisfaction and experienced low levels of burnout and compassion fatigue in relation to their professional quality of life. Implications of these findings for counselors, counselor educators, and CITs include: (a) incorporation of constructivist pedagogy; (b) discussion of essential counseling-related factors (e.g., burnout, compassion fatigue, compassion satisfaction); (c) the importance of wellness support; and (d) incorporation of assessments in counseling classrooms.
Interlanguage Pragmatics, Curricular Innovation, and Digital Technologies
Author: Sykes, Julie M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Interlanguage,Pragmatics,Intervention,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Instructional Innovation,Technological Advancement,Teaching Methods,Computer Mediated Communication,Cooperative Learning,Discourse Analysis

Human interaction is fundamentally about shared understanding, created when interlocutors engage with one another around their own intended meaning and the intended meaning of others. Pragmatics is at the core of this interaction. The fields of computer-assisted language learning (CALL) and the teaching and learning of interlanguage pragmatics (ILP) have grown up together. These fields have sometimes been at odds, but, more often than not, they have drawn on synergies from one another to advance. Emerging digital tools have made notable innovations in the field of ILP development possible, and, simultaneously, the needs of ILP researchers and practitioners have led to technological innovation. This article explores these advancements through a synthesis of key research in the field of technology-mediated teaching and learning of ILP in five core areas--curricular materials, classroom interventions, telecollaboration, research methodologies, and expanding pragmatic practices.
Increasing Collaboration Self-Efficacy to Improve Educational Programming for Students with Autism
Author: Emmons, Christine L.
Date: 2018-06-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Educational Improvement,Self Efficacy,Specialists,Teamwork,Capacity Building,Graduate Study,Certification,Expertise,Cohort Analysis,Effect Size,Teacher Collaboration,Pretests Posttests,Likert Scales,Special Education Teachers,Faculty Development,Program Effectiveness,Surveys

Collaborative teaming among specialists can enhance educational success by leveraging resources and building capacity to maximize effectiveness. Special educators' change in perceptions of their efficacy as collaborators in the education of students with autism spectrum disorder (ASD) was studied before and after completing a year-long federally funded graduate certificate program in autism. Self-perceptions of collaborative expertise were examined in eight cohorts of educators over 7 years. Analysis of the results indicated a significant increase in perceptions of efficacy level in six of the cohorts at = 0.006. The size of the effect of the program on participants' self-perceptions of their efficacy in working collaboratively with other school personnel was large for seven of the cohorts and medium for one. Most importantly, results from Greenhouse-Geisser analysis showed that the posttest scores on collaboration efficacy level were significantly higher than the pretest scores across all cohorts, and that the pattern of change in pretest to posttest scores was similar across all eight cohorts.
How Do Stakeholder Groups&apos; Views Vary on Technology in Language Learning?
Author: Trace, Jonathan
Date: 2018-00-00
Type: Journal Articles
Subjects: Stakeholders,Computer Assisted Instruction,Second Language Instruction,Administrator Attitudes,Teacher Attitudes,Student Attitudes,Technology Uses in Education,Universities,Questionnaires,Likert Scales,Statistical Analysis,Correlation,Use Studies,Videoconferencing,Computer Mediated Communication,Electronic Publishing,Student Journals,Collaborative Writing,Multimedia Materials,Social Media,Web Sites,Computer Software,Computer Oriented Programs,Role Playing,Video Games,Dictionaries,Vocabulary Development,Computer Assisted Testing,Editing

This study examines how technology is perceived by different stakeholder groups in The Language Flagship programs. We administered questionnaires to three stakeholder groups: 14 directors, 34 instructors, and 100 learners at a variety of institutions with three goals: (a) to investigate what technologies the directors, instructors, and learners find useful for language instruction; (b) to explore how and to what degree the perceptions of the directors, instructors, and learners agree about technologies they use; and (c) to study how learners' views vary with regard to the value of various technologies for language learning inside and outside the classroom.
Students at Enrollment into Community-Based Systems of Care: Characteristics and Predictors of Functioning in School
Author: January, Stacy-Ann A.
Date: 2018-06-00
Type: Journal Articles
Subjects: Predictor Variables,Elementary Secondary Education,Emotional Disturbances,Behavior Disorders,Student Behavior,Student Characteristics,Grades (Scholastic),Discipline Problems,Attendance Patterns,Interaction,Regression (Statistics),Longitudinal Studies,Structured Interviews,Caregivers,Referral,Check Lists,Child Behavior,Behavior Rating Scales,Statistical Analysis,Community Programs

Community-based systems of care (SOC) provide a range of services to students with significant emotional and behavioral difficulties and their families. However, little is known about the educational characteristics and functioning of students at enrollment in SOC. The purpose of this study was to replicate and extend previous research by examining the educational characteristics and predictors of school functioning for students referred to SOC using a large and diverse national data source. Participants were 5,628 students ages 6 to 18 years who were enrolled in community-based SOC across 45 U.S. states, districts, and territories. Students' grades, discipline, and attendance (as reported by caregivers) were used as indicators of school functioning, and students' demographic characteristics, referral source, and emotional/behavioral functioning were used to predict functioning in school, including the testing of interaction effects. Findings revealed that, although many students earned average grades, a large portion of students had significant discipline and attendance problems. Results of the ordinal regression analyses indicated that most demographic variables and measures of clinical functioning significantly predicted students' grades, attendance, and discipline, and that age and special education status represented a significant interaction. Findings provide insight into the educational functioning of students at enrollment in community-based SOC and have implications for research and practice.
Reversal of Participation Roles in NS-NNS Synchronous Telecollaboration
Author: van der Zwaard, Rose
Date: 2018-00-00
Type: Journal Articles
Subjects: Native Speakers,English (Second Language),Second Language Learning,Second Language Instruction,Computer Mediated Communication,Intercultural Communication,Video Technology,Task Analysis,Cooperative Learning,Foreign Countries,Humor,Cultural Differences,Undergraduate Students

In this article we investigate data from digital interactions between native speaker (NS) and non-native speaker (NNS) dyads of English during synchronous computer mediated communication. As opposed to most studies into the NS-NNS interface, we reversed the expert-learner participant roles: during the task performance, the NS was the (cultural) learner and the NNS the expert. Our aim was to observe the influence of these reversed participant categories on participant behavior and task performance, i.e., to see if NNS behavior as described in earlier studies also applies to the NSs in a similar apprentice position during a cross-cultural exchange, and vice versa. We found that, in both video calls and written chats, the NSs and NNSs behave in a similar manner when cast in both apprentice and learner roles. We conclude that, in task design and telecollaboration practice, the situated identities of the participants should be taken into account.
Effects of Eight Week Plyometric Study on the Balance Performance of Hearing Impaired Athletes
Author: Nacaroglu, Ersin
Date: 2018-00-00
Type: Journal Articles
Subjects: Hearing Impairments,Athletes,Control Groups,Experimental Groups,Team Sports,Statistical Analysis,Psychomotor Skills,Pretests Posttests,Muscular Strength,Teaching Methods,Exercise,Measurement,Comparative Analysis

This is an experimental study and it was aimed to identify the effects of 8-week plyometric training of hearing-impaired athletes on balance. 24 Male hearing-impaired volleyball players participated in the study. Random method was used when experimental and control groups were identified. Subjects used in the study were divided into two groups as experiment (12 male age = 19.08 ± 1.62) and control group (12 male age = 17.75 ± 1.28). 3 days/90 min. volleyball training programme was applied for two groups per week. For the experimental group, plyometric training was applied after warming before the volleyball training sessions. The control group continued their regular volleyball training. Statistical results were evaluated at 95% confidence interval and p &lt;0.05 significance level. Because the pre-test and post-test measurements of the groups were normal and homogeneous distribution, the Paired Samples T-Test was applied for the significance between them. To analyze the differences between the experimental group and control group, Independent Samples T-test was used. As a result of the plyometric exercises, the mean values of the pre-test and post-test differences of the static balance measurement parameters for the experimental and control groups were found to be significant in the values of overall stability R, medial lateral R, and overall stability L values (p &lt;0.05). But, in the mean values, there was no significance of anterior posterior R., anterior posterior L. and medial lateral L. mean (p&gt; 0.05). Consequently, it can be said that plyometric exercises have a positive effect especially on static balances of hearing-impaired volleyball players.
A Pragmatic Study of Relational Identity in Bystander Intervention
Author: Huang, Xu
Date: 2018-00-00
Type: Journal Articles
Subjects: Audiences,Intervention,Participation,Pragmatics,Social Psychology,Discourse Analysis,Case Studies,Social Action,Self Concept,Video Technology,Observation,Data Analysis,Foreign Countries,Aggression,Conflict,Conflict Resolution,Decision Making,Sociolinguistics

Given that intervention has been relatively under-researched in pragmatics, this paper offers a linguistic-pragmatic examination of a case of bystander intervention, a notion which is generally known in social psychology. This study approaches the phenomenon of bystander intervention by analyzing discourse data transcribed from a video posted online. Drawing on participation status and relational identity theory, this paper investigates the issues of relational identity and relationships involved in an intervening interaction. The findings indicate that the intervener's relational identity is in a constant process of construction and negotiation, and the study also notices that three most prominent strategies in our case are employed that give rise to the effective intervention, namely humor, empathy and imposition of power, which might provide some insights into further research in this field.
Mental Health Service Use among Adolescents Experiencing Emotional/Behavioral Problems and School Impairment
Author: George, Melissa W.
Date: 2018-06-00
Type: Journal Articles
Subjects: Mental Health,Health Services,Drug Therapy,Emotional Disturbances,Behavior Problems,Intervention,Educational Environment,High School Students,Special Education,Child Behavior,Rating Scales,Symptoms (Individual Disorders),Severity (of Disability),Anxiety,Student Characteristics,Regression (Statistics),Statistical Analysis

Mental health service utilization research is needed for students who are likely to receive school mental health services, yet little research exists for adolescents experiencing emotional/behavioral problems and school impairment. This study addressed this gap using secondary data analyses conducted on baseline data from a large trial testing school-based interventions for high school students (n = 647) experiencing emotional/behavioral problems and school impairment. Analyses examined the number and type (community-based or school-based psychosocial, inpatient, pharmacological treatment) of services used, and sociodemographics associated with services. Sixty-nine percent had received at least one service for their emotional/behavioral problems prior to the study, with nearly half of those having only received a single service. Community-based psychosocial and pharmacological treatments were most common. White adolescents and those in special education were more likely to have received services, particularly community-based and pharmacological treatment. On average, adolescents had not received any services until early adolescence. Findings add to increasing literature on the current status of service use among adolescents with emotional/behavioral problems and the potential for schools to increase access for those in need.
Using a Tablet Computer for EFL Positive Self-Review: Increases in Self-Determination Theory-Based Learning Motives
Author: Ockert, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Educational Technology,Technology Uses in Education,Junior High School Students,English (Second Language),Second Language Instruction,Self Determination,Student Motivation,Student Surveys,Pretests Posttests,Experimental Groups,Control Groups,Comparative Analysis,Foreign Countries,Modeling (Psychology),Video Technology,Self Esteem,Statistical Analysis,Correlation

This article provides the results of a small exploratory pilot study that tested for the influence of a positive self-review intervention of the successful production of English via a tablet computer on Japanese junior high school students' EFL motives. The Language Learning Orientations Scale-Intrinsic Motivation, Extrinsic Motivation, and Amotivation Subscales survey was administered via a self-report measure before and after the intervention to an experimental and control group (N = 18). The students who were recorded successfully speaking in English (n = 9), including those who had PSR, report a higher level for Introjected Regulation (p &lt; 0.05), Identified Regulation (Ideal L2 Self items; p &lt; 0.10), and a higher level for the Intrinsic Motivation for Knowledge, Stimulation, and Accomplishment (p &lt; 0.01) compared with the control group. These results indicate that positive self-review of the successful production of EFL via a tablet computer may bolster student self-determined EFL motives.
Bayesian Posterior Odds Ratios: Statistical Tools for Collaborative Evaluations
Author: Hicks, Tyler
Date: 2018-06-00
Type: Journal Articles
Subjects: Bayesian Statistics,Evaluation Methods,Statistical Analysis,Hypothesis Testing,Probability,Educational Cooperation,Partnerships in Education,Evaluators,Stakeholders,Expertise,Teamwork,Group Dynamics,Research Methodology

To begin statistical analysis, Bayesians quantify their confidence in modeling hypotheses with priors. A prior describes the probability of a certain modeling hypothesis apart from the data. Bayesians should be able to defend their choice of prior to a skeptical audience. Collaboration between evaluators and stakeholders could make their choices more defensible. This article describes how evaluators and stakeholders could combine their expertise to select rigorous priors for analysis. The article first introduces Bayesian testing, then situates it within a collaborative framework, and finally illustrates the method with a real example.
Administrative Challenges and Principals&apos; Managerial Effectiveness in Ogun State Public Secondary Schools
Author: Olorunsola, E. O.
Date: 2018-05-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Effectiveness,Public Schools,Secondary Schools,Secondary School Teachers,Teacher Surveys,Teacher Transfer,School Libraries,Educational Finance,Administration,Questionnaires,Predictor Variables

This study examined administrative challenges and principals' managerial effectiveness in Ogun State secondary schools. The study population was 13,123 teachers in the state's secondary schools from which a sample of 900 teachers was drawn from 35 schools using simple random and proportionate random sampling techniques. A self-developed instrument tagged Administrative Challenges and Principals' Managerial Effectiveness Questionnaire (ACPMEQ) was used to gather information from the respondents. The instrument was validated with a reliability coefficient of 0.78. The hypotheses were tested using Pearson's Product Moment Correlation at 0.05 level of significance and the outcome revealed that a significant relationship exist between administrative challenges and principals' managerial effectiveness as well as well-equipped school libraries and managerial effectiveness of principals. However, there was no significant relationship between incessant teachers' transfer and principals' managerial effectiveness. It was equally revealed from the study that finance is the best predictor of principals' managerial effectiveness while physical facility is the least predictor. Based on the findings, it was concluded that administrative challenges are critical variables of principals' managerial effectiveness. It was therefore recommended that government should give out its supportive arms by releasing grants to schools as and when due and also allow them to collect meager sum of money either on termly or yearly basis which should solely be spent on developmental projects. It was also recommended that within the limited resources available to schools, principals should endeavour to stock the libraries with necessary textbooks.
Longitudinal Changes among Adolescents&apos; Well-Being at School and the Importance of Gender and Overweight
Author: Iren, Grandemo Liv
Date: 2018-05-00
Type: Journal Articles
Subjects: Adolescents,Well Being,Obesity,Longitudinal Studies,Change,Gender Differences,Foreign Countries,Recess Breaks,Statistical Analysis,Middle School Students,High School Students,Grade 8,Grade 10

The experience of well-being at school, both in the recesses and at school lessons, is of great importance for all students. The Norwegian school laws confirm that every student has the right to experience well-being at school, which will lead to healthiness and good learning. Literature search indicates that there is a lack of longitudinal studies in relation to the development of students' well-being at recesses and school lessons during lower secondary school and high school. Furthermore, few studies have examined the relation between well-being at recesses and school lessons, and gender and overweight respectively. By examining students' self-reported well-being in the recesses and during school lessons each year from the age of fourteen to the age of nineteen by using questionnaires, analyses show that the well-being both at recesses and at school lessons is at the same level during these six years at school. Furthermore, analyses show that there are no significant differences in reported well-being at recesses and school lessons between boys and girls. The same analyses show that overweightness has no negative influence on students' well-being. The report of good and very good well-being at school and the lack of group differences in well-being among adolescents indicate that the Norwegian school seems to create a good learning environment for students' in general.