ethanporcaro/eric-fulltext-meta huggingface dataset:
Must All Counselors Be Culturally Competent?
Author: Gassama, Sorie
Date: 2014-09-00
Type: Reports - Research
Subjects: Cultural Awareness,Cultural Pluralism,Migrants,Migration,Mental Health Workers,Counselors,Case Studies,Counselor Client Relationship,Competence,Counselor Qualifications

That the number of people from a variety of background is on the increase in all countries in the world is a fact that must be accepted, and not be ignored. This is especially true about western societies where people from diverse backgrounds seek refuge for a plethora of reasons. Some of these may be fleeing from war, political witch hunts, or economic starvation. When these are not the cases, people migrate temporarily to attain the education they might have been otherwise denied in their home countries, or which, they believe, might increase their chances of becoming what they aspire to become in their societies. Whatever the reasons for their migrations, one thing remains clear, and that is that they come in with different personalities, beliefs, and cultures. As is with all humans, when these people reach their destinations, they not only bring with them, but face new problems, and therefore need a lot of help if to make their transitions smooth, or even semi- permanent. Rendering these helps, may not be easy as one may predict. So being, the countries harboring these new arrivals must be well equipped with those professionals that can, to some extent relate to the culturally different migrants. Unfortunately, while there are many so called counselors, few can boast of being culturally competent. According to Sue and Sue (1990) most mental health professionals have not been trained to work with other than mainstream individuals or groups. For most western refugee agencies the idea, being there economically for the refugees they bring outweigh the social help they so badly need. In the United States for example, refugees are provided with free apartments and food stamps for a determined period of time not to last over four months, except in rare cases. The case workers they are assigned, are not culturally competent to solve the many challenges that the refugees face, and therefore cannot help them. Worst still, these case workers know nothing about the culture of the refugees, and when they refer them to counselors, it is only to make them swim deeper in their problems, because in many cases the counselors&apos; approaches are culturally inappropriate so that the refugees remain hurt. While as the counselors&apos; intentions are good, their lack of cultural competencies breed displeasure in the very people they strive to help. It is becoming increasingly clear that the assumptions, beliefs, and practices of our society are structured in such a manner so as to serve only one segment of the population ( D. W. Sue, Ivey a. Podersen, 1996). To make situations better for migrants, it is therefore very necessary to train counselors that are culturally competent.
Communicative Language Testing: Implications for Computer Based Language Testing in French for Specific Purposes
Author: García Laborda, Jesús
Date: 2014-09-00
Type: Journal Articles
Subjects: French,Languages for Special Purposes,Communicative Competence (Languages),Computer Assisted Testing,Language Tests,Foreign Countries,Student Attitudes,Computer Literacy,Focus Groups,Task Analysis,College Students

Current evolutions of language testing have led to integrating computers in FSP assessments both in oral and written communicative tasks. This paper deals with two main issues: learners' expectations about the types of questions in FSP computer based assessments and the relation with their own experience. This paper describes the experience of 23 freshmen French students enrolled in the Universitat Politecnica de Valencia who took a computer based version of a FSP test. Their attitudes were observed and annotated. The learners expressed their difficulties in taking a FSP computer delivered test. The paper suggests that the dramatic change between general French and French for Specific Purposes may imply significant differences in the students to the new computer context due to the changes in vocabulary, register and language use as well as computer ergonomics. The paper concludes: firstly, that basic notions of certain specialized forms and vocabulary should be introduced in high school; secondly, that FSP should tend to be more communicative and that FSP teaching should be more reflective and communicative than it may be in colleges at the moment; thirdly, that if computer based tests may be a valuable tool in FSP testing (Garcia Laborda et al, 2010), item choice and prompts should be carefully considered. The analysis hereby presented is contextualized in computer based language testing and is a relevant part of the OPENPAU (MINECO FFI2011-22442) project.
Fountain of Knowledge: IR Collaboration for Effective Change. [Proceedings of the] Annual NEAIR Conference (37th, Saratoga Springs, New York, November 13-16, 2010)
Author: Frederick, Beth, Ed.
Date: 2010-11-00
Type: Collected Works - Proceedings
Subjects: Institutional Research,Student Personnel Services,Cooperation,College Students,Student Experience,Student Evaluation,Student Motivation,Standardized Tests,Demography,Law Schools,College Entrance Examinations,Online Surveys,Response Rates (Questionnaires),Statistical Analysis,College Seniors,College Freshmen,College Outcomes Assessment,Academic Achievement,Ethnicity,Race,Student Surveys,School Holding Power,Graduation Rate,Measurement Techniques,Activism,Citizenship,Longitudinal Studies,Program Effectiveness,Citizen Participation,Structural Equation Models,School Culture,Undergraduate Students,College Environment,Student Attitudes

The NEAIR 2010 Conference Proceedings is a compilation of papers presented at the Saratoga Springs, New York conference. Papers in this document include: (1) Collaboration Between Student Affairs and Institutional Research: A Model for the Successful Assessment of Students' College Experience (Michael N. Christakis and Joel D. Bloom); (2) Direct vs. Indirect Measures of Student Learning (Braden J. Hosch); (3) High Stakes for Institutions, Low Stakes for Students: Student Motivation and Standardized Assessment (Thomas McGuinness); (4) How the New Race/Ethnicity Questions Changed the Demographics of Law School Admission Test Takers (Phil Handwerk and Lisa Stilwell); (5) Issues in Web Surveys of Student Populations: Response Rates and Post Stratification Weighting (Joel D. Bloom); (6) Measuring Success for All Students (David Hemenway and Sarah Hemenway); (7) The Development of Social Activism During College (Meredith Billings); and (8) Using SEM to Describe the Infusion of Civic Engagement in the Campus Culture (Meredith Billings and Dawn Terkla). (Individual papers contain appendices and references.)
Rethinking Feedback on Written Assignments: Teacher and Peer View
Author: Siu, Fiona Kwai Peng
Date: 2012-06-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Surveys,Student Surveys,Teacher Attitudes,Student Attitudes,College Students,English (Second Language),Second Language Instruction,Second Language Learning,Feedback (Response),Instructional Effectiveness,Error Correction,Questionnaires,Cognitive Development,Statistical Analysis

This study surveys the opinions of both teachers and students involved in the Year 1 course &quot;University English&quot; in the Language Centre at City University of Hong Kong. The survey involved 265 students and 37 teachers. The issues studied were: 1.) How useful is peer and teacher feedback? 2.) How effective are direct vs. indirect approaches to providing teacher feedback? The students fell into two groups: 1.) Those students required to correct their language errors based on prompts provided by teachers either by pencil-and-paper comments or through the online software program &quot;turnitin&quot; vs. 2.) Those students whose language errors were corrected by teachers either by pencil-and-paper comments or by using the Microsoft system &quot;Track Changes&quot;. Major finding across the student population showed that: 1.) There was no significant difference between students favoring teacher feedback and those who considered teacher and student feedback to be equally useful; similarly, the teacher population showed null significance in their perceptions of teacher vs. peer feedback. 2.) Significantly more students preferred teacher corrections with brief explanations than students who preferred making corrections based solely on teacher prompts. The teacher population, however, favored the opposite alternative. Qualitative analysis of questionnaire responses showed the differences students and teachers encountered with direct and indirect approaches to correction.
Leading the Charge for Institutional Renewal. Proceedings of the Annual NEAIR Conference (38th, Boston, Massachusetts, December 3-6, 2011)
Author: Carson, Cristi, Ed.
Date: 2011-12-00
Type: Collected Works - Proceedings
Subjects: Institutional Research,Dropouts,Time to Degree,College Students,Disadvantaged,Socioeconomic Status,Educational Background,Hispanic American Students,First Generation College Students,Public Colleges,Research Universities,Institutional Characteristics,Multivariate Analysis,Benchmarking,Outcomes of Education,Withdrawal (Education),Repetition,Courses,School Policy,Student Personnel Services,Culture,Student Evaluation,Surveys,Student Personnel Workers,Measurement Techniques,Academic Persistence,Computation,Prediction,Education Work Relationship,College Admission,Graduate Study,Models,Student Experience,Student Attrition,Statistical Analysis

The NEAIR (North East Association for Institutional Research) 2011 Conference Proceedings is a compilation of papers presented at the Boston, Massachusetts conference. Papers in this document include: (1) Are Students Dropping Out or Dragging Out the College Experience? The Roles of Socioeconomic Status and Academic Background (Leslie S. Stratton and James N. Wetzel); The &quot;Art and Science&quot; of Developing Institutional Peers: Methods of Exploring and Determining Peer Institutions (Joanna Musial-Demurat and Bruce Szelest); (3) Benchmarking for Student Learning Outcomes Using Case Examples (Thomas P. Judd, Christopher Pondish, and Charles Secolsky); (4) Course Withdrawal, Course Repetition, and Time to Degree: Implications for Campus Policy (Carol VanZile-Tamsen); (5) Developing a Culture of Assessment in Student Affairs: Components, Actions, and Processes (Michael N. Christakis); (6) Measuring All Students: An Alternative Method for Retention and Completion Rates (Jason Bryer and Lisa Daniels); (7) Predictive Modeling of Achievement of Post-Baccalaureate Outcomes (Thomas McGuinness); (8) Tracking Student Retention with Updating Information (Robert T Gutman). (Individual papers contain appendices and references.)
Time for Decisions: Visualizing the Future. Proceedings of the Annual NEAIR Conference (39th, Bethesda, Maryland, November 3-6, 2012)
Author: Carson, Cristi, Ed.
Date: 2012-11-00
Type: Collected Works - Proceedings
Subjects: Institutional Research,Marketing,Course Evaluation,Response Rates (Questionnaires),Community Colleges,National Surveys,Learner Engagement,Feedback (Response),Alumni,Surveys,Online Surveys,Statistical Analysis,Institutional Characteristics,Multivariate Analysis,Student Characteristics,College Students,Student Experience,Student Attitudes,Graduate Surveys,Prediction,Data Analysis,Models,Dropouts,Institutional Mission,Identification,School Personnel,Employee Attitudes,College Faculty,Gender Differences,Teacher Salaries,Salary Wage Differentials

The NEAIR (North East Association for Institutional Research) 2012 Conference Proceedings is a compilation of papers presented at the Bethesda, Maryland conference. Papers in this document include: (1) Can a Marketing Campaign Increase Response Rates to Online Course Evaluations? (Kimberly Puhala); (2) Developing Community College Peer Institutions: Methods, Measures, &amp; Issues (Joanna Musial-Demurat and Bruce Szelest); (3) Examining the Threat of Nonresponse Bias as a Follow-up to the National Survey of Student Engagement (Debra Allen and Theodore Coladarci); (4) Maximizing the Utility of Alumni Feedback (Susan Tammaro); (5) NCES Projection Methodology: Institutional Research Applications (J. R. Robles); (6) Non-returner Survey: Why Students Leave (Laura Ariovich and Allen Richman); (7) Testing Differences: Contrasts in Group Perceptions of Mission and Identity (Ellen Boylan and Kim Pavlick); and (8) Using Internal Market Ratios to Detect Gender Differences in Faculty Salaries (Chunmei Yao). (Individual papers contain appendices and references.) [For the 2011 proceedings, see ED546896.]
WWC Review of the Report &quot;Conceptualizing Astronomical Scale: Virtual Simulations on Handheld Tablet Computers Reverse Misconceptions.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: Astronomy,Science Instruction,Computer Simulation,Handheld Devices,Misconceptions,Visual Aids,Instructional Effectiveness,Comparative Analysis,Science Tests,Multiple Choice Tests,Educational Research,Secondary School Science,High School Students,Computer Assisted Instruction,Scientific Concepts

The 2014 study, &quot;Conceptualizing Astronomical Scale: Virtual Simulations on Handheld Tablet Computers Reverse Misconceptions,&quot; examined the effects of using the true-to-scale (TTS) display mode versus the orrery display mode in the iPad's Solar Walk software application on students' knowledge of the Earth's place in the solar system. The Solar Walk application is intended to help students understand the order of planets and their orbits. The TTS display mode shows planets in accurate scale, while the orrery display mode exaggerates the sizes of planets relative to their orbits. The orrery display mode is similar to traditional drawings in textbooks, where the solar system is not presented to scale. Study authors assessed the effectiveness of the TTS display mode versus the orrery display mode by randomly assigning students to use the TTS display mode or the orrery display mode on the first day of implementation. On the second day of implementation, the conditions were reversed. The study compared student performance on a 10-minute multiple-choice science test administered immediately after students completed the Solar Walk activities each day. The study is a well-executed randomized controlled trial that meets WWC standards for the comparison of students who used the TTS display mode to students who used the orrery display mode after the first day of implementation. While WWC calculations indicate no statistically significant effects of TTS on student outcomes, the magnitude of the average effect was large enough to be characterized as a substantively important positive effect. The comparison of students after the second day of implementation does not meet WWC evidence standards because all students had used both display modes. The following are appended: (1) Study details; and (2) Outcome measures for the science achievement domain. [The following study is the focus of this &quot;Single Study Review&quot;: Schneps, M. H., Ruel, J., Sonnert, G., Dussault, M., Griffin, M., &amp; Sadler, P. M. (2014). &quot;Conceptualizing astronomical scale: Virtual simulations on handheld tablet computers reverse misconceptions.&quot; &quot;Computers &amp; Education,&quot; 70, 269-280. For &quot;What Works Clearinghouse Quick Review: &quot;Conceptualizing Astronomical Scale: Virtual Simulations on Handheld Tablet Computers Reverse Misconceptions,&quot; see ED544753.
WWC Review of the Report &quot;Meeting the Challenge of Combating Chronic Absenteeism: Impact of the NYC Mayor&apos;s Interagency Task Force on Chronic Absenteeism and School Attendance and Its Implications for Other Cities.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: Attendance,Intervention,Public Schools,Mentors,Demography,Comparative Analysis,At Risk Students

The 2013 study, &quot;Meeting the Challenge of Combating Chronic Absenteeism: Impact of the NYC Mayor's Interagency Task Force on Chronic Absenteeism and School Attendance and Its Implications for Other Cities&quot;, examined the impact of the strategies developed by an interagency task force in New York City to combat chronic absenteeism in public schools. The strategies involved efforts both inside and outside of schools and aimed to improve coordination of services, provide mentoring through the Success Mentors program, and utilize data to monitor students at risk. The study assessed the impacts of the full set of strategies and of the Success Mentors program separately. The WWC determined that both sets of analyses do not meet WWC group design standards. The groups of students compared in the analysis of the full set of strategies were not equivalent on either baseline chronic absenteeism rates or demographic characteristics. Therefore, the differences in outcomes for these groups cannot be attributed solely to the intervention. For the impact analysis of the Success Mentors program, the study groups differed in whether they participated in Success Mentors and in the amount of chronic absenteeism strategies they employed. As a result, the differences in outcomes between the students who participated in Success Mentors and students who did not conflates the effect of the Success Mentors program with the effect of the broader set of strategies used to combat chronic absenteeism. A glossary of terms is included. [The following study is the focus of this review: Balfanz, R., &amp; Byrnes, V. (2013). &quot;Meeting the challenge of combating chronic absenteeism: Impact of the NYC Mayor's Interagency Task Force on Chronic Absenteeism and School Attendance and its implications for other cities.&quot; Baltimore, MD: Johns Hopkins School of Education. For &quot;What Works Clearinghouse Quick Review: 'Meeting the Challenge of Combating Chronic Absenteeism: Impact of the NYC Mayor's Interagency Task Force on Chronic Absenteeism and School Attendance and Its Implications for Other Cities,' see ED544570.]
The Appropriateness of a California Student and Staff Survey for Measuring Middle School Climate. REL 2014-039
Author: Hanson, Thomas
Date: 2014-09-00
Type: Reports - Research
Subjects: Teacher Surveys,Student Surveys,Measures (Individuals),Educational Environment,Accountability,Middle School Students,Middle School Teachers,Reliability,Validity,Academic Achievement,Discipline,Factor Analysis,Correlation,School Safety,Student Participation,Bullying,Caring,Teacher Student Relationship,Suspension

A growing number of states and school districts use school climate assessments in progress reporting systems and are interested in incorporating these assessments into accountability systems. This analysis of response data from middle school students and teachers on the California School Climate, Health, and Learning Survey examines the appropriateness of the survey for identifying needs and monitoring changes in school climate. It analyzes survey response data for 730,160 grade 7 students from 2004/05 through 2010/11 in 1,117 California middle schools and 16,255 teachers from 2008/09 through 2010/11 in 812 California middle schools to examine the following research questions: (1) What school climate domains in middle school do the survey items measure?; (2) How reliably do the survey items measure school climate at the respondent and school levels?; (3) How stable are the school-level climate measures?; and (4) Are the school climate measures related to student achievement and discipline infractions? Three analytic strategies were used: exploratory/confirmatory factor analysis, estimation of respondent- and school-level reliability, and estimation of correlations of school climate measures over time and with student academic performance and suspensions. The study finds that student and staff surveys validly and reliably assess distinct school climate domains, such as safety and connectedness, meaningful participation, bullying and discrimination, and caring staff-student relationships. All school-level domain measures were associated in expected ways with school-level student academic performance and suspensions. The following are appended: (1) The link between school climate and student learning; (2) School climate items on the California School Climate, Health, and Learning Survey student and staff surveys; (3) Methodology; (4) Detailed results; (5) Sensitivity analyses; (6) Student survey exploratory factor analysis results: Factor loadings from preferred model; and (7) Staff survey exploratory factor analysis results: Factor loadings from selected model.
Cheating, Hooking Up, and Attention to Romantic Alternatives among College Students
Author: Buri, John R.
Date: 2014-05-00
Type: Reports - Research
Subjects: College Students,Deception,Intimacy,Interpersonal Relationship,Sexuality,Drinking,Individual Characteristics,Influences,Attachment Behavior,Correlation,Student Behavior,Student Attitudes,Dating (Social),Family Environment,Hypothesis Testing,Self Control,Surveys,Gender Differences,Regression (Statistics)

While numerous studies have emphasized more situational factors related to cheating, hooking up, and attention to romantic alternatives (e.g., alcohol use, need fulfillment, opportunity), the present findings support Finkel el al.&apos;s (2012) argument for greater attentiveness to personal factors intrinsic to the individual that may influence the incidence of such behaviors. Personal factors (e.g., avoidant attachment, selfishness, and maximizing) were found to be significantly related to cheating, hooking up, and attention to romantic alternatives, explaining as much as 40% of the variance in these behaviors.
Student Academic Reading Preferences: A Study of Online Reading Habits and Inclinations
Author: Podolsky, Tim
Date: 2014-09-26
Type: Reports - Research
Subjects: Undergraduate Students,Graduate Students,Reading Habits,Preferences,Printed Materials,Electronic Publishing,Reading Strategies,Student Surveys,Notetaking,Foreign Countries

The purpose of this study was to explore student preferences regarding reading print materials or online reading materials for academic purposes, as well as to examine how students adapt traditional reading strategies such as underlining, highlighting, and taking marginal notes when reading electronic texts. A total of 61 participants (32 undergraduate and 29 graduate) completed a survey between March 2011 and March 2013. The results indicate that for academic readings the majority of students prefer to read paper based texts because it is easier to take notes, it is easier on the eyes, they are in the habit of reading paper documents, they have a better spacial understanding of where they are in the text, and there are less distractions when reading paper documents. When students do read academic texts electronically, the most common reading strategy employed for retaining information is to take notes on a separate piece of paper. Students claimed that the online reading and note-taking process could be improved with better software that was easier to use. The Online Reading Strategies Survey and tables are appended.