ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating School Counseling Core Curriculum into Academic Curriculum
Author: Kozlowski, Kelly A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Core Curriculum,School Counseling,Integrated Curriculum,Academic Education,Counselor Teacher Cooperation,Partnerships in Education,Educational Strategies,Social Development,Emotional Development,Curriculum Implementation,Educational Indicators,Performance Factors,Accountability

Research indicates that the social and emotional well being of students impacts academic outcomes; however, due to a limited amount of class time, the counseling core curriculum that addresses these needs often takes a back seat to academic learning. This article proposes a paradigm shift where teachers and school counselors collaborate to integrate the counseling core curriculum into daily academic lessons. This results in meeting ASCA's academic, personal/social, and career student standards within the context of academic content. Implications are discussed, such as school counselors being seen as collaborators in increasing the academic outcomes for all students, and closing the achievement gap.
Helping Latina/o Students Navigate the College Choice Process: Considerations for Secondary School Counselors
Author: Martinez, Melissa A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Hispanic American Students,College Choice,Sex Role,Counselor Role,First Generation College Students,Student Financial Aid,Expectation,School Counselors,Guidance,Higher Education,Access to Education,Qualitative Research,Phenomenology,Coding,Student Attitudes,High School Seniors,Semi Structured Interviews

This qualitative study utilized interviews with 20 Latina/o high school seniors and five secondary school counselors in South Texas to further understand how counselors help Latina/o students navigate their college choice process. Findings indicate counselors provided students with access to college information and facilitated university representative visits and other college opportunities. However, assistance with individual academic and college planning was limited due to counselors' multiple duties and large caseloads. Counselors also noted challenges for Latina/o students related to: gender role expectations, &quot;familismo,&quot; financial need, and first generation college status. Considerations for secondary school counselors working with Latina/o students are provided.
Underrepresented College Students' Experiences with School Counselors
Author: Dockery, Donna J.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,Disproportionate Representation,School Counselors,School Counseling,Access to Education,Higher Education,Academic Achievement,Achievement Gap,First Generation College Students,College Admission,Minority Group Students,Decision Making,High Schools,Preservice Teachers,Student Attitudes,Parent Influence,Developmental Tasks,Counselor Role,Online Surveys,Racial Differences,Qualitative Research

School counselors should focus on helping underrepresented students access higher education in efforts to close achievement gaps. Limited information is available regarding how first-generation and ethnic minority students view school counseling efforts to promoting post-secondary opportunities. Participants in this study indicated school counselors could provide more support for college planning and transitions. Students of color held lower expectations that school counselors could help with college 
planning. Although more first-generation students received career information compared to second generation students, there were no significant differences in perceived support for college admissions. Because parents had the greatest influence on college decision-making, counselors should provide college programming for all students, with an emphasis on parents and on underrepresented students. (Contains 1 table.)
Examination of Multicultural Counseling Competencies in School Counselors
Author: Guzman, Michele R.
Date: 2013-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Competence,Counseling Effectiveness,Student Diversity,Cultural Relevance,Age Differences,Vignettes,Experience,Surveys,Questionnaires,Counselor Training,Multicultural Education,Racial Differences,Multivariate Analysis,Multiple Regression Analysis

The study investigated 227 school counselor's multicultural counseling competencies (MCC). MCC were measured with a self-report inventory, and with ratings of responses to short vignettes, designed to assess &quot;demonstrated&quot; competency. Results indicated that school counselor self-ratings did not predict demonstrated ratings of MCC. People of color self-reported higher MCC. A significant effect for age and teaching experience 
was found with two of the four vignettes, with younger counselors and those with less teaching experience having more highly rated responses. Years of counseling experience was also significantly related to responses on one vignette, with less experienced counselors receiving higher ratings.
Principals: What Are Their Roles and Responsibilities?
Author: Cisler, Amanda
Date: 2013-00-00
Type: Journal Articles
Subjects: School Counselors,Principals,Comparative Analysis,Statistical Analysis,Administrator Responsibility,Administrator Role,Administrator Attitudes,Counselor Role,Educational Environment,Academic Achievement,Counselor Attitudes,Interprofessional Relationship,Online Surveys,Measures (Individuals),Gender Differences

Collaboration between school counselors and principals is increasingly important in this accountability era. The purpose of this quantitative study was to examine the role of principal as perceived by professional school counselors and principals, both in training and practicing. While similarities were found in two categories: Managing School Personnel and School Climate, significant differences emerged in all three categories, including Parent and Community Collaboration. These findings indicate that school counselors and principals could benefit from learning more about the others' respective roles to enhance their working partnership towards increasing academic achievement. (Contains 1 table.)
A Qualitative Examination of School Counselors' Training to Recognize 
and Respond to Adolescent Mental Health Issues
Author: Walley, Cynthia T.
Date: 2013-00-00
Type: Journal Articles
Subjects: Statistical Analysis,School Counselors,Mental Health,Prevention,Intervention,Counselor Educators,Counselor Training,Secondary Schools,Adolescents,School Counseling,Depression (Psychology),Self Destructive Behavior,Substance Abuse,Anxiety,Experiential Learning,School Role,School Policy,Qualitative Research

Given the prevalence of adolescent mental health issues and the impact they have on adolescent development and school success, school counselors are challenged to provide appropriate prevention and intervention services. Yet the sufficiency of school counselor training for these challenges is unclear. Qualitative procedures were used to examine eight secondary school counselors' preparation to recognize and respond to adolescent mental health issues. Results indicate beneficial aspects of training occurred prior to, during, and after their graduate counseling program. Training deficits and impediments were also identified. Implications for counselor educators, school 
counseling students, and school counseling supervisors are discussed.
School Librarians as Ambassadors of Inclusive Information Access for Students with Disabilities
Author: Subramaniam, Mega
Date: 2013-00-00
Type: Journal Articles
Subjects: School Libraries,Special Education Teachers,Special Needs Students,Librarian Teacher Cooperation,Disabilities,Professional Development,Library Services,Federal Legislation,Access to Information,Accessibility (for Disabled),School Policy,Assistive Technology,Leadership,Library Materials,Special Schools,Autism,Pervasive Developmental Disorders,Asperger Syndrome,Visual Impairments,Brain,Neurological Impairments,Hearing Impairments,Librarians,Case Studies,Interviews

Many scholarly studies investigating school library services provided to students with special needs primarily address aspects of collaboration with special education (SPED) teachers in an immersed school environment. Scarcely studied are ways that school library programs (SLPs) empower students in schools serving only students with a specific disability (vision impaired, autism, etc.), the challenges SLPs face in these schools, nor the specialized training made available to these librarians to ensure the delivery of efficient services. We formulated this study to determine: 1) the types of facilities, services, and resources SLPs provide to students with specific disabilities in these SPED schools; 2) the technologies that facilitate physical and intellectual access for these students within the school library; 3) the extent to which federal disability guidelines are implemented in the design and delivery of these SLPs; and 4) the specialized training that enables school librarians to better support students with special needs. Our findings suggest that, if adequate pre-service and in-service training is provided and pertinent support is received from outside and inside of school, school librarians, as ambassadors of accessibility, can and do play a highly influential role in empowering students and staff in SPED schools. (Contains 6 tables.)
Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ)-Themed Literature for Teens: Are School Libraries Providing Adequate Collections?
Author: Hughes-Hassell, Sandra
Date: 2013-00-00
Type: Journal Articles
Subjects: High Schools,School Libraries,Homosexuality,Sexual Orientation,Sexual Identity,Library Materials,Adolescents,Adolescent Literature,Public Libraries,Access to Information,Fiction,Nonfiction,Biographies

The purpose of this study was to determine if young adults have access through school libraries to LGBTQ-themed literature. The library collections in 125 high schools in one Southern U.S. state were examined for the inclusion of LGBTQ-themed fiction, nonfiction, and biographies, including a core collection of 21 recommended titles. Results showed that, in general, the school libraries were under-collecting LGBTQ-themed titles. Although LGBTQ teens are estimated to make up 5.9 percent of the students in American high schools, the average number of LGBTQ-themed titles held by these school libraries was 0.4 percent. Suggestions for further study are included. (Contains 3 tables, 4 figures, and 1 footnote.)
Information Literacy and High School Seniors: Perceptions of the Research Process
Author: Kovalik, Cindy
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Literacy,Information Technology,High School Seniors,Student Research,Interviews,Library Services,Information Sources,Student Attitudes,Self Concept,Surveys,Qualitative Research

To better understand how high school students apply their information literacy skills when conducting research and how these students carry out research projects, researchers asked a group of 289 high school seniors to complete an information literacy survey related to the research process. In addition, approximately ten percent of these students were randomly selected and asked to participate in an interview to provide more in-depth information about their perspectives on finding and using information. Results indicate the study participants were able to use library resources to locate and use information, that they used a variety of resources, and that they considered themselves successful library users. However, participants voiced a need for help in deciding which resources are best to use and how to identify important information from those resources. These high school seniors also wanted to learn more about how to use books for research. Although these students indicated they may need assistance when doing research, they rarely asked the school librarians for help. These findings are discussed in the context of the role of school librarians. (Contains 3 tables.)
Use of Audiobooks in a School Library and Positive Effects of Struggling Readers' Participation in a Library-Sponsored Audiobook Club
Author: Whittingham, Jeff
Date: 2013-00-00
Type: Journal Articles
Subjects: School Libraries,Library Research,Audio Books,Student Participation,Clubs,Library Services,Library Materials,Reading Difficulties,Interviews,Student Surveys,Reading Skills,Reading Attitudes,Program Effectiveness,Use Studies,User Satisfaction (Information),Reading Programs,Mixed Methods Research,Reading Comprehension,Reading Fluency,Vocabulary Development,Standardized Tests

A study was conducted to determine the impact of the use of audiobooks with struggling readers in a school library audiobook club. The participants met weekly in the school library with the school librarian and researchers to discuss audiobooks and make reading recommendations to their peers. Standardized test data as well as pre- and post-study interviews and surveys, teacher questionnaires, parent questionnaires, and student interviews were analyzed. The findings indicated that struggling readers' use of audiobooks had a positive impact on reading skills and attitudes toward reading. These findings are significant given the dearth of research directly related to the impact of audiobooks, despite the prevalent usage of audiobooks. (Contains 7 tables.)
Preparing Teachers and Librarians to Collaborate to Teach 21st Century Skills: Views of LIS and Education Faculty
Author: Latham, Don
Date: 2013-00-00
Type: Journal Articles
Subjects: Skill Development,Librarian Teacher Cooperation,Skill Analysis,Teacher Attitudes,Librarian Attitudes,Information Science Education,Teacher Education Programs,College Faculty,Interdisciplinary Approach,Case Studies,Semi Structured Interviews,Educational Strategies,Teaching Experience,Educational Practices,Performance Factors,Preservice Teachers,Librarians

This article discusses the results of an exploratory research project in which library and information studies (LIS) faculty and education faculty were asked about their views on teaching pre-service school librarians and teachers 21st Century Skills (as defined by the Partnership for 21st Century Skills) and librarian-teacher collaboration. Researchers used a case-study approach to investigate and compare the views and experiences of LIS faculty and education faculty at a research institution. Participants indicated their sense of which skills were taught in each discipline. In addition, they described their own experiences in collaborating with teachers and/or librarians, as well as their views on where collaboration was taught in their respective curricula, where it could be taught, and how it might be taught most effectively. Findings indicate that while education faculty members tend to have a broader view of LIS than do LIS faculty and see education and LIS as having largely overlapping concerns, collaboration is more likely to be a topic of discussion in LIS classes than in education classes. Faculty in both disciplines acknowledged that, while collaboration is desirable, it is often difficult to achieve in practice. (Contains 4 tables.)
Crosswalk between the &quot;Framework for K-12 Science Education&quot; and &quot;Standards for the 21st-Century Learner&quot;: School Librarians as the Crucial Link
Author: Subramaniam, Mega
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Standards,Science Education,School Libraries,Library Role,Multiple Literacies,Middle Schools,Educational Practices,Scientific Concepts,Science Course Improvement Projects,After School Programs,Learning Activities,Ethnography,Transcripts (Written Records),Interviews,Educational Principles,Alignment (Education),Program Descriptions,Librarians

Within the school library community, there have been persuasive calls for school librarians to contribute to science learning. We present a conceptual framework that links national standards of science education (&quot;Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas,&quot; referred to as &quot;Framework&quot;) to core elements embedded in &quot;AASL's Standards for the 21st-Century Learner&quot; (referred to as &quot;Standards&quot;), the standard that guides the teaching and learning of multiple literacies for which librarians are responsible in schools. Based on this conceptual framework, we highlight how four middle school librarians in a large school district in the mid-Atlantic region of the United States enact and expand their five roles--information specialist, instructional partner, teacher, program administrator, and leader--while they participate in Sci-Dentity, a science-infused after-school program. We observed clear links between skills, dispositions, and responsibilities from the &quot;Standards.&quot; taught and facilitated by these school librarians, to principles in the Framework. We contend that the learning of the Standards is crucial to creating and sustaining science-learning environments as envisioned in the &quot;Framework&quot; and argue that school librarians' role in science learning is more vital than it has ever been. (Contains 1 figure and 1 footnote.)
Digital Games and the Hero's Journey in Management Workshops and Tertiary Education
Author: Busch, Carsten
Date: 2013-02-00
Type: Journal Articles
Subjects: Video Games,Educational Games,Creative Activities,Systems Approach,Repetition,Reflection,Active Learning,Student Projects,Change,Innovation,Workshops,Blended Learning,Independent Study,Postsecondary Education,Management Development,Foreign Countries

Joseph Campbell's Monomyth not only provides a well-proven pattern for successful storytelling, it may also help to guide teams and team leaders through the challenges of change and innovation processes. In project &quot;HELD: Innovationsdramaturgie nach dem Heldenprinzip&quot; researchers of the University of the Arts Berlin and the Berlin Gameslab, part of the University of Applied Sciences HTW-Berlin, team up to examine the applicability of the Hero's Journey to change management using an adaptation of Campbell's pattern called &quot;Heldenprinzip [R]&quot;. The project's goal is not to teach the stages of the Monomyth as mere facts but to enable participants of training courses and interventions to actually experience its concepts using a portfolio of creative and aesthetic methods. While a pool of aesthetic methods--like drawing, performing or role-playing--is already being used, the Gameslab subproject qualitatively researches the potentials for enriching and complementing these methods with interactive digital media and games. This paper discusses three types of game based learning treatments to be used in training and intervention sessions as well as teaching the Monomyth in a game based learning university course. The first option is providing participants with a game that follows the Hero's Journey and inducing them to reflect on the experience and its relation to the learning goal. An alternative strategy is to make participants go through a game sequence broaching issues that are relevant for a stage or the journey of change in general. Last but not least, digital equivalents of the non-digital aesthetic methods can be constructed using digital games or digitally enhanced set-ups for playful interactions. All three treatments have their merits and pitfalls, which are discussed in relation to the identified game-based learning scenarios: self-study, blended game-based learning and face-to-face sessions. Furthermore, these scenarios are compared while specific techniques boundary conditions are highlighted. (Contains 1 table and 6 figures.)
Effective Game Based Citizenship Education in the Age of New Media
Author: Chee, Yam San
Date: 2013-02-00
Type: Journal Articles
Subjects: Citizenship Education,Educational Change,Educational Games,Governance,Role Playing,Computer Games,Social Studies,Curriculum Implementation,Foreign Countries,Secondary School Curriculum,Intermode Differences,Control Groups,Experimental Groups,Comparative Testing,Instructional Effectiveness,Intervention,Global Education,Program Descriptions,Educational Strategies,Educational Technology,Scoring Rubrics

Educational systems worldwide are being challenged to respond effectively to the digital revolution and its implications for learning in the 21st century. In the present new media age, educational reforms are desperately needed to support more open and flexible structures of on-demand learning that equip students with competencies required in a globalized and multicultural world. Game-based learning represents one pathway to educational reform through its emphasis on performance. In this paper we describe the Statecraft X game-based learning program that blends performative game-based learning with dialogic pedagogy in the context of citizenship education. The Statecraft X curriculum was designed with the understanding that a digital game on its own does not necessarily lead to meaningful student learning. Rather, it is the students together with their peers and aided by their teacher who must work together to make meaning of their in-game experiences and connect these experiences to real-world events and issues through thoughtful reflection. With a view to addressing widespread shortcomings of citizenship education that reduce the curriculum to learning &quot;about&quot; citizenship, the Statecraft X game, played on Apple iPhones, provides students with a first person experience of governance by allowing them to take on the role of governors and thus to enact governance. Central to the SCX program is its dialogic pedagogy where teachers facilitate meaningful conversations among students and advance their understanding of citizenship and governance. In this paper, we report an implementation of the Statecraft X curriculum in a Social Studies class attended by 42 15-year-olds attending a secondary school in Singapore. Students' understanding of governance and citizenship was assessed by means of an essay that students attempted at the end of the program. Students' performance in the essay was compared with a comparable control group taught the same topic by traditional method. The results indicate that students of the intervention 
class outperformed the control class students. Our findings suggest that the Statecraft X curriculum has efficacy in achieving the desired curricular learning outcomes. These findings have implications for school leaders, 
teachers, and students with respect to introducing and integrating game-based learning in regular classrooms. (Contains 1 table and 4 figures.)