ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing School Counselors to Address Concerns Related to Giftedness: A Study of Accredited Counselor Preparation Programs
Author: Peterson, Jean Sunde
Date: 2010-00-00
Type: Journal Articles
Subjects: Counselor Training,School Counseling,Counseling,School Counselors,Counselor Educators,Cognitive Ability,Counseling Techniques,Gifted,Accreditation (Institutions),College Faculty,Measures (Individuals)

Professional school counselors are responsible for serving students across a wide range of cognitive ability, yet counselor educators may not attend to issues related to giftedness, such as how and when developmental phenomena may be experienced by highly able students, and the need to differentiate counseling approaches for this population. This study examined the extent to which CACREP-accredited school counseling programs addressed giftedness, as well as perceived barriers and supports that influenced whether programs included topics related to extreme ability in their preparatory curricula. Findings included that minimal attention was given to the implications of high ability for counseling practice, and that a lack of room in the curriculum, lack of funding, and absence of pertinent, mandated standards were some of the largest barriers to inclusion. Supports in the form of openness to including information, faculty expertise and experience, and perceived need were generally perceived to be low to moderate. (Contains 1 table.)
Factors that Influence In-Service and Preservice Teachers' Nominations of Students for Gifted and Talented Programs
Author: Siegle, Del
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Gifted,Interests,Profiles,Teacher Attitudes,Talent Identification,Influences,Predictor Variables,Age,Student Interests,Family Characteristics,Elementary Secondary Education

A classroom teacher's unique perspective is valuable when considering students for gifted and talented programs. We developed a series of 11 student profiles to measure 290 preservice and 95 in-service teachers' attitudes and asked them to indicate how strongly they believed the students in the profiles should or should not be recommended for their district's gifted program. We found students' interests, SES, and areas of academic strength influenced teachers' perceptions of students as gifted. In-service teachers were more likely than preservice teachers to view the students in the profiles as gifted. In-service teachers also were influenced by whether previous children in the family had been identified as gifted and talented. (Contains 4 figures.)
"She's a Natural": Identifying and Developing Athletic Talent
Author: Gray, H. Joey
Date: 2010-00-00
Type: Journal Articles
Subjects: Physical Activities,Gifted,Talent Identification,Comparative Analysis,Athletic Coaches,Parents,Teachers,Age,Models,School Districts,High Schools,Physical Education

Similarities between the identification and development of athletic talent and that of gifted children are rarely compared. Interestingly, however, they share analogous processes. The purpose of this review is to investigate the progress of research regarding athletic talent identification and development, including current issues, and provide suggestions for future research. Key roadblocks to the identification of athletic talent include attempting to identify talent at an early age, use of flawed athletic talent identification models, and lack of education of coaches, parents, and teachers regarding how to properly identify athletic talent.
Enhancing Preservice Teacher Development: Field Experiences with Gifted Students
Author: Chamberlin, Michelle T.
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Methods Courses,Academically Gifted,Field Experience Programs,Problem Solving,Grade 3,Researchers,Student Characteristics,Teacher Expectations of Students,Mathematics Instruction,Grade 4,Grade 5,Grade 6,Student Teacher Attitudes,Alignment (Education),Student Centered Curriculum,Student Interests,Readiness

During 3 field experience visits, 23 elementary preservice teachers implemented mathematical problem-solving tasks with grade 3-6 gifted students. Researchers investigated what the teachers learned about gifted students regarding student characteristics, mathematical problem-solving tasks, and pedagogy. Each teacher completed a pre- and post-journal, detailing what they expected to occur and then describing what occurred and how their initial expectations were altered. Further, no training was provided regarding gifted students or conceptions of giftedness in previous coursework. Researchers found that teachers broadened their view of giftedness, recognized the need to adapt instruction for gifted students, made efforts to align problem-solving tasks with gifted students' readiness and interests, realized the necessity of knowing students to differentiate instruction, and emphasized student-centered instruction. These results contribute to the promise of having preservice teachers engage in a field experience with gifted students to supplement discussions about gifted education in methods courses. (Contains 4 tables.)
Addressing the Career Development Needs of High-Achieving African American High School Students: Implications for Counselors
Author: Parris, George P.
Date: 2010-00-00
Type: Journal Articles
Subjects: African American Students,Equal Education,Academically Gifted,Disproportionate Representation,High Achievement,Career Development,Access to Education,Racial Segregation,Racial Bias,Stereotypes,Racial Discrimination,School Counselors

African Americans face numerous obstacles in achieving their fullest developmental and career potentials in the current political, social, and economic environment. These barriers have produced, for the most part, workers who have been wage earners as opposed to being self-employed, and blue-collar workers rather than managers or proprietors (Daniel, 2001). This paper proposes solutions that would ensure that African American students who exhibit exceptional talent receive the kind of education to which they are entitled, in preparation for the careers of their choice. In addition to exploring the conditions that led to this underrepresentation, methods to desegregate gifted education programs and redress educational inequalities are analyzed. Specifically, the implications for counselors and teachers, those best situated to bring about positive change, will be discussed.
Open Access and Civic Scientific Information Literacy
Author: Zuccala, Alesia
Date: 2010-03-00
Type: Journal Articles
Subjects: Electronic Learning,Scientific Research,Focus Groups,Science Interests,Information Sources,Foreign Countries,Scientific Literacy,Information Literacy,Internet,Access to Education,Electronic Journals,Electronic Publishing,Scientific and Technical Information,Questionnaires,Community Attitudes

Introduction: We examine how residents and citizens of The Netherlands perceive open access to acquire preliminary insight into the role it might play in cultivating civic scientific literacy. Open access refers to scientific or scholarly research literature available on the Web to scholars and the general public in free online journals and institutional repositories. Method: Four focus group sessions were held at a conference centre near Amsterdam. Participants were between the ages of twenty-one to sixty and grouped on the basis of age and educational background. All were invited to complete a brief digital literacy and information literacy questionnaire, and contribute to a set of ranking and vignette exercises designed to encourage discussion. Results: Participants generally agreed that open access literature could be useful for personal decision making and conveyed an interest in medical treatment research and other research &quot;that has to do with people.&quot; Some concern was expressed about the cognitive accessibility of scientific research, but participants were confident that they had the online search skills to find this literature. Science journalists were appreciated for their role as interpreters; however, universities and scholars were considered more credible as information sources, though some participants wondered if scientists and scholars were making their work visible enough to the lay public. Conclusions: Current science policy in The Netherlands is focused on motivating young people to raise their interest in science and technology and engage in science-related careers. We recommend the introduction in schools of strategic e-learning programmes designed to help young citizens develop a greater appreciation for scholarly and scientific research and improve their capacity to make decisions as online information consumers. (Contains 5 tables.)
Using Affective Assessment to Understand Our Students' Identities as Readers (and Non-Readers)
Author: Givens, Susannah M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Community Colleges,Affective Measures,Student Evaluation,Student Motivation,Self Esteem,Negative Attitudes,Reading Attitudes,Remedial Reading,College Students,Student Attitudes,Student Surveys

Given the focus on increasing student persistence at many community colleges through programs such as &quot;Achieving the Dream&quot;, it seems more than appropriate that faculty and institutions integrate more affective measures into their assessments of student readiness. These types of assessment will not determine the grades that teachers give students' work, but they can determine the instructional moves they make to help students develop dispositions that lead to academic success. This article discusses how affective assessment can be important in responding to those students with low levels of motivation and confidence and with negative attitudes toward schooling in general. Affective assessment is particularly important for the area of developmental reading for three reasons: (1) success rates are low for students who take developmental reading courses; (2) reading is the foundation for accessing most any college course; and (3) an examination of the Virginia Community College System course description for &quot;Preparation for College Reading II&quot; mandates that educators focus on affect. The author describes two experiences that led her to begin to share the importance of affective assessment with faculty across the disciplines on her campus. She concludes that the ultimate benefit of affective assessment is that professors' knowledge of their students' affective characteristics leads to more targeted instruction and successful learning experiences for students.
A Follow-Up Study to Compare Success Rates of Developmental Math Students
Author: Woodard, Teresa
Date: 2010-00-00
Type: Journal Articles
Subjects: Followup Studies,Remedial Mathematics,Success,College Students,Community Colleges,Arithmetic,Algebra,Credits,Grades (Scholastic)

This article presents a study that compared the success rates of students in Arithmetic (MTH 02), Algebra I (MTH 03), and Algebra II (MTH 03) when they were offered at Southwest Virginia Community College (SWCC) for three credits versus five credits. The authors' findings showed no significant differences in the success rates of students who were enrolled in the three-credit classes and the five-credit classes. As a result of both studies, they recommend that developmental courses be offered for three credits instead of five. Advantages include lower costs to students, fewer scheduling problems, and possibly less burnout for students and teachers. They also recommend that this study be replicated by other colleges that offer a variety of credits for developmental courses. As a result of the study, SWCC returned to offering the development math courses for three credits in Spring 2005. (Contains 4 tables.)
A Simple Alternative to Grading
Author: Potts, Glenda
Date: 2010-00-00
Type: Journal Articles
Subjects: Grading,Writing Skills,Grades (Scholastic),Alternative Assessment,Student Attitudes,Student Evaluation,Performance Contracts,Stress Variables,Two Year College Students,Writing Improvement

In this article, the author investigates whether an alternative grading system (contract grading) would yield the same final grades as traditional grading (letter grading), and whether or not it would be accepted by students. The author states that this study demonstrated that contract grading was widely, and for the most part, enthusiastically accepted by the majority of students. Their survey answers indicate that contract grading   was less stressful for many of them, and that the revision process helped them to improve their writing skills. Contract grading also enabled students to write in a more relaxed atmosphere, increasing their confidence and encouraging them to take risks in their writing. The author added that an unexpected benefit was that contract grading was so much less time-consuming and stressful for her. Because decisions are minimal, she could concentrate on aiding the students in revision and improvement instead of wrangling over numerical decisions.
Universal Design for Learning: Application for Technology-Enhanced Learning
Author: Morra, Thom
Date: 2010-00-00
Type: Journal Articles
Subjects: Access to Education,Technology Uses in Education,Educational Principles,Electronic Learning,Blended Learning,Learner Engagement,Student Evaluation,Higher Education

The construct of Universal Design (UD) has been used in a number of fields such as engineering and architecture to design and produce products and services that are usable by people with a wide variety of characteristics. The field of UD supports a framework that can also be used to enhance the field of education. A number of constructs have been established that have as their goal the improvement of learning environments to benefit people with a wide range of characteristics. One model is called Universal Design for Instruction (UDI) and another one is Universal Design for Learning (UDL). This article investigates whether the application of the UDL construct will influence the design of technology-enhanced courses. The UDL construct's goal is to create flexible learning environments that can reduce learning barriers and support the needs of a wide range of learners. The authors discuss how UDL learning principles and options are used in technology-enhanced courses. Using UDL principles, technology-enhanced course design is an effective way to create flexible learning environments for learners. This format adds a philosophical structure to technology-enhanced courses that can change the education landscape and create a more dynamic learning experience for all involved.
Solving the English-as-a-Second Language Writers' Dilemma
Author: Nowalk, Thomas
Date: 2010-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Writing Instruction,Community Colleges,Teaching Methods

This brief work stands against a four-year stretch of writing classes at Northern Virginia Community College, with the author teaching English-as-a-Second-Language (ESL) students how to write academic essays. The courses taught have included high intermediate and advanced writers, many of whom plan to earn a degree at the college or any number of four-year schools around Virginia. For these non-native writers, the clarity expressed by Dr. Seuss's Horton is often a foreign experience: these students find it quite difficult to write accurately what they mean. This exploratory paper first looks at the dilemma from the students' perspective. From their view, overcoming Horton's problem requires a heavy dose of grammar fused with vocabulary. Writing instructors address the dilemma through their teaching practice, which is often, according to Joy Reid et al. (2008), founded on misunderstandings of academic writers' needs. Reid and her co-authors counter those practices with a research-driven series of perspectives on learning writing. Examining the insights drawn from these views, this paper turns to a solution from the past: the Trivium, which was the classical model for teaching writing from the Classical Age through the Renaissance. The Trivium is but one possible solution for helping ESL writers address the Horton dilemma. (Contains 2 tables.)
Improvisation: Not Just for Kids
Author: Sullivan, Kerrigan
Date: 2010-00-00
Type: Journal Articles
Subjects: Community Colleges,College Faculty,Adult Learning,Adult Students,Active Learning,Creative Activities,Theater Arts,Teaching Methods,Learner Engagement,Group Activities,Kinesthetic Methods

Today education is in crisis. Citizens and institutions alike are demanding that classroom instruction dramatically increase learning effectiveness. Especially in higher education, instructors must expand their repertoires to include active learning approaches that challenge students to function as adult learners who take responsibility for their learning. So how can community college faculty encourage students to participate in their own education? One proven way is to bring theatre into the classroom. Theatre techniques, particularly those structures used in improvisation, are an effective way to get students to connect actively with each other and engage more fully with the material they need to learn. These exercises are simple, and neither professors nor their students need to have a degree in theatre to engage in them fully. In this article, the author offers simple suggestions and activities that have worked in her classes, and that may also help other teachers to engage their students on a more active level. She focuses on three areas: creating the space, involving students physically, and involving students vocally.
Researching the Quest: Are Community College Students Motivated by Question-and-Answer Reviews?
Author: Cavendish, Don F., Jr.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Community Colleges,Student Motivation,College Faculty,Teaching Methods,Review (Reexamination),Questioning Techniques

Any effort to assess the motivational techniques employed by community college faculty is complicated by the inter-connectedness of motivational techniques and teaching techniques, as improved teaching results in improved motivation. Nonetheless, this research poses a motivation-related question: Does the use of daily question-and-answer reviews motivate community college students to read the text, review previous class notes, study, attend class regularly, or generally prepare for class in an active manner? More specifically, the effectiveness of the question-and-answer review technique that the author has dubbed the Quest and that he uses at Virginia Western Community College (VWCC) is at the heart of this research study. (Contains 1 table.)
Using Action Methods in Post-Graduate Supervision
Author: Carter, Philip D.
Date: 2010-02-06
Type: Journal Articles
Subjects: Supervisory Methods,Drama,Graduate Students,Faculty Advisers,College Faculty,Supervisor Supervisee Relationship,Individual Power,Foreign Countries

The use of psychodramatic action methods in academic supervision is examined through the detailed description of a session between a supervisor and a supervisee working on a PhD in the field of Information Systems. The psychodramatic emphasis on spontaneity, reciprocity, and the use of dramatic production have various advantages for post-graduate supervision, namely: the involvement of affect, action and cognition in meaning making; the generation of self-authority in the supervisee; and the building of a cooperative working relationship between supervisor and supervisee. Action methods do not need to be seen as the sole domain of the action method expert. Supervisors will be able to take up individual techniques and approaches outlined here and integrate them into their own practice. (Contains 1 figure.)
&quot;A Unified Poet Alliance&quot;: The Personal and Social Outcomes of Youth Spoken Word Poetry Programming
Author: Weinstein, Susan
Date: 2010-02-06
Type: Journal Articles
Subjects: Poetry,Performance,Adolescents,Poets,Artists,Administrators,Interviews,Self Concept,Self Esteem,Motivation,Shyness,Writing Workshops,Youth Programs,Experience,Art Education,Foreign Countries

This article places youth spoken word (YSW) poetry programming within the larger framework of arts education. Drawing primarily on transcripts of interviews with teen poets and adult teaching artists and program administrators, the article identifies specific benefits that participants ascribe to youth spoken word, including the development of literate identities, therapeutic experiences, overcoming of shyness, and increased self-confidence and self-esteem. The author describes the writing workshop format common to many YSW programs and analyzes the specific contribution of performance to the benefits that participants identify from YSW. This article draws on James Gee's (1991) concept of discourses to explain the strong identification that many YSW poets feel toward their chosen genre.
Transacting in the Arts of Adolescent Novel Study: Teacher Candidates Embody &quot;Charlotte Doyle&quot;
Author: Morawski, Cynthia M.
Date: 2010-02-06
Type: Journal Articles
Subjects: Preservice Teachers,Methods Courses,Preservice Teacher Education,Adolescent Literature,Novels,Group Activities,Language Arts,Biographies,Visual Aids,Reader Response,Foreign Countries

To help underscore the importance of giving the arts an integral place in the literacy continuum of secondary school language arts, I immersed myself in a careful reading of twenty teacher candidates' transactions in the art of body biography for novel study for intermediate students (grades 7-10). Coming together in groups of five, the teacher candidates used life-size body outlines drawn on oversized paper, along with a myriad of found and stocked materials, such as fabric, pens, and paint, to experience and express the transformation of the main character in the young adult novel, &quot;True Confessions of Charlotte Doyle.&quot; Informed by their transactions in the body biography compositions, the teacher candidates reported that they were able to reach a more holistic portrait of Charlotte, while enriching their own instructional repertoires.
&quot;Still Building that Idea&quot;: Preservice Art Educators' Perspectives on Integrating Literacy across the Curriculum
Author: Maniaci, Kathie
Date: 2010-02-06
Type: Journal Articles
Subjects: Preservice Teachers,Art Teachers,Undergraduate Students,Graduate Students,Student Attitudes,Art Education,Literacy,Integrated Curriculum,Teaching Methods,Concept Formation,Preservice Teacher Education

Conducted collaboratively by an art educator and a literacy educator, this qualitative study focused on pre-service art educators' perspectives on integrating literacy in their teaching of art as they took a required course on literacy across the curriculum. Data included interviews, questionnaires, course assignments, and field notes from class sessions. Our analysis identified three patterns related to participants' perspectives while taking the course: their conceptions of literacy expanded, they reconceptualized familiar art education practices with a literacy-focused lens, and they considered new practices. Findings suggest that literacy courses are valuable for art educators but that they must be designed to maximize discipline-specific concerns and literacies. Implications for further research and practice are outlined. (Contains 1 figure.)