ethanporcaro/eric-fulltext-meta huggingface dataset:
A Systematic Review of Virtual Reality in Education
Author: Kavanagh, Sam
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Simulated Environment,Teaching Methods,Literature Reviews,Student Motivation,Technology Integration,Educational Games,Costs,Technological Literacy,Interaction

Virtual reality has existed in the realm of education for over half a century. However, its widespread adoption is still yet to occur. This is a result of a myriad of limitations to both the technologies themselves, and the costs and logistics required to deploy them. In order to gain a better understanding of what these issues are, and what it is that educators hope to gain by using these technologies in the first place, we have performed both a systematic review of the use of virtual reality in education, as well as two distinct thematic analyses. The first analysis investigated the applications and reported motivations provided by educators in academic literature for developing virtual reality educational systems, while the second investigated the reported problems associated with doing so. These analyses indicate that the majority of researchers use virtual reality to increase the intrinsic motivation of students, and refer to a narrow range of factors such as constructivist pedagogy, collaboration, and gamification in the design of their experiences. Similarly, a small number of educational areas account for the vast majority of educational virtual reality implementations identified in our analyses. Next, we introduced and compared a multitude of recent virtual reality technologies, discussing their potential to overcome several of the problems identified in our analyses, including cost, user experience and interactivity. However, these technologies are not without their own issues, thus we conclude this paper by providing several novel techniques to potentially address them, as well as potential directions for future researchers wishing to apply these emerging technologies to education.
Measuring Parent Perceptions of Family-School Engagement: The Development of New Survey Tools
Author: Schueler, Beth E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Family School Relationship,Test Construction,Academic Achievement,Correlation,Family Role,Barriers,Focus Groups,Interviews,Family Characteristics,Test Validity,Factor Analysis,Test Reliability,Statistical Analysis

Given family-school engagement is correlated with student academic achievement, educational researchers have long been interested in the construct. However, measuring parental engagement is deceptively challenging. The concept includes school-based engagement, home-based learning support, and family-school communication. In this article we focus exclusively on measuring school-based family engagement. Examining this topic requires measuring parents' perceptions of their engagement with schools alongside the barriers that may limit their involvement. However, it is not obvious that barriers items should function like a traditional survey scale. We addressed these measurement challenges through a survey design process that synthesized academic theory with empirical findings from parent respondents, resulting in three survey tools: an engagement scale, a school invitational barriers sub-scale, and a non-school barriers composite measure. Three studies (n = 385; n = 266; n = 589) provide evidence that the school-based engagement tools effectively measure engagement patterns. We conclude by describing the potential uses of the tools for educators and researchers.
Impact of Latino Parent Engagement on Student Academic Achievement: A Pilot Study
Author: Araque, Juan Carlos
Date: 2017-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Parents,Parent Participation,Academic Achievement,Pilot Projects,Experimental Groups,Control Groups,Comparative Analysis,Parent Workshops,Parent Surveys,Hispanic American Students,Pretests Posttests,Immigrants,Educational Attainment

The current pilot study examines the impact of the &quot;Ten Education Commandments for Parents&quot; program on (1) new immigrant Latino parents' knowledge of the U.S. public education system, (2) parent engagement, and (3) their children's academic achievement. Utilizing a pre-experimental, pre- and post-test research design, four schools with similar demographic compositions were chosen for the study. Parents in the experimental group (n = 68) participated in the &quot;Ten Education Commandments for Parents&quot; workshop sessions and completed pre- and post-tests to assess differences in their perceptions and knowledge of parent engagement before and after attending the program. Additionally, two consecutive years of student data from these parents' children (n = 164) were compared with students attending similar schools (n = 1,628) whose parents did not participate in the workshop sessions. Results from both parent survey questionnaires and student report cards strongly suggest positive outcomes in three areas: increase in parents' understanding and knowledge of the U.S. education system, greater parent engagement in their children's education, and improvement in student achievement. Findings also support the implementation of the &quot;Ten Education Commandments for Parents&quot; program in other schools, suggesting it has the potential to positively influence both parent engagement and the academic achievement of Latino students.
Middle School Students&apos; Perceptions Regarding the Motivation and Effectiveness of Homework
Author: Burriss, Kathleen G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Motivation,Program Effectiveness,Homework,Student Attitudes,Student Surveys,Qualitative Research,Time Factors (Learning),Grading,Technology Uses in Education,Educational Technology,Assignments,Coding,Gender Differences,Age Differences

The purpose of this study was to understand students' perspectives on the role of homework. Middle school students (N = 506) volunteered to complete open-ended surveys describing their perceptions regarding the effectiveness of homework. Qualitative analysis revealed that students identified several instructional and noninstructional reasons for having to complete homework, including enhancing learning, practice, review, punishment, and assessment. Data also described issues related to time, grading, and technology. Further, analysis identified the negative feelings students expressed regarding homework assignments, teacher motivation, and infringement on the quality of family life. How both ambiguous and inconsistent homework practices diminish student commitment and effective learning is also discussed.
High School Pupils&apos; Attitudes and Self-Efficacy of Using Mobile Devices
Author: Nikolopoulou, Kleopatra
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Telecommunications,Handheld Devices,Junior High School Students,Student Attitudes,Correlation,Technology Uses in Education,Educational Technology,Gender Differences,Age Differences,Questionnaires,Computer Use,Statistical Analysis

This paper regards a study aiming to investigate junior high school pupils' attitudes and self-efficacy of using mobile devices. A 25-item questionnaire was administered to 260 pupils aged 12-15 years old, in Greece. Pupils' attitudes were positive, and four factors were extracted, &quot;perceived usefulness&quot;, &quot;affection&quot;, &quot;perceived control&quot; and &quot;behaviour&quot;. Regarding pupils' self-efficacy, one factor was revealed and this was significantly correlated with all attitude factors. Most of the pupils (over 87%) expressed high self-efficacy in using mobile devices. Higher self-efficacy was linked to positive perspectives and feelings, to greater willingness to use mobile devices, and to favorable perceptions towards their independent control. It is suggested to describe pupils' attitudes of using mobile devices with respect to discrete dimensions. Gender or age differences in attitudes were very small. The mobile devices attitudes and self-efficacy questionnaire is suggested to be used with other adolescent populations of different countries, in order to reveal possible similarities and differences.
The Role of Skills-Based Interventions and Settings on the Engagement of Diverse Families
Author: Latunde, Yvette
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Diversity,Family School Relationship,Intervention,Parent Participation,Mixed Methods Research,Pretests Posttests,Focus Groups,Gifted,Special Education,African American Students,Hispanic American Students,Partnerships in Education,African American Community,Academic Achievement,After School Programs,Churches,Public Schools,Common Core State Standards,Family Involvement,African American Family,Outcomes of Education,Skill Development,School Community Relationship,Elementary Secondary Education

Academic achievement for African American and Latino students is lower than for White and Asian students. To help overcome the achievement gap, policymakers and social scientists have focused on the relationships between student outcomes and family, community, and schools. Family, church, and community have always played significant roles in providing educational opportunities for diverse youth. In this multisite, mixed methods study, a skill building intervention for enhancing parents' engagement in their children's education was implemented with 107 families and its effectiveness analyzed using ANOVA and focus groups. Differences were found by setting as well as between parents of students receiving gifted education and parents of special education students.
Traversing School-Community Partnerships Utilizing Cross-Boundary Leadership
Author: Krumm, Bernita L.
Date: 2017-00-00
Type: Journal Articles
Subjects: School Community Relationship,Partnerships in Education,Models,Qualitative Research,Case Studies,Instructional Leadership,Leadership Effectiveness,Leaders,Administrators,Urban Schools,Rural Schools,Suburban Schools,Interviews,Cooperation,Administrator Attitudes

Utilizing the conceptual framework of cross-boundary leadership, researchers conducted this qualitative case study to gain a better understanding of district-level leaders' actions and attitudes that led to meaningful, sustainable partnerships between the school, families, and community. Administrators in two urban, two suburban, and two rural districts participated in individual interviews to discuss their experiences in and perspectives of each district's ongoing school-community partnership efforts. Administrators included a district-level and building-level administrator for each district type; researchers also interviewed a state department administrator who worked with several districts. Findings suggest that leaders with a strong emphasis on social justice with an intentional school- and districtwide emphasis on collaborative efforts encourage the shared influence and shared responsibility necessary to support student learning. Findings further suggest that a common vision provides a foundation and the motivation for collaborative efforts; partnership efforts became embedded in district culture.
School Climate Community Scale: Report on Construct Validity and Internal Consistency
Author: Thapa, Amrit
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Environment,Construct Validity,Test Reliability,School Community Relationship,Measures (Individuals),Community Surveys,Psychometrics,Factor Analysis,Test Construction,Test Validity,Statistical Analysis

This article provides a preliminary report on the construct validity and internal consistency of the &quot;Community Scale.&quot; The &quot;Community Scale&quot; was developed to acknowledge the perceptions of community members and to promote a student-led &quot;School Community Partnership Process&quot; within the larger context of school climate improvement efforts. A brief history of the development of the &quot;Community Scale&quot; provides context for the current study of its psychometric properties. Results relating to factor analyses and reliability coefficients based on data collected from community members associated with two schools in Illinois, one school in Connecticut, and one school in Minnesota are then presented. Findings show that the &quot;Community Scale&quot; (version 2.0) measures two dimensions of school-community collaborations and support. The scale shows acceptable construct validity and acceptable to good internal consistency, with scope for even stronger psychometric properties as the scale is refined further.
Theoretical and Conceptual Frameworks Used in Research on Family-School Partnerships
Author: Yamauchi, Lois A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Family School Relationship,Partnerships in Education,Models,Family Involvement,Social Capital,Parent Participation,Doctoral Programs,Graduate Students,Educational Research,Journal Articles,Literature Reviews,Theories

This study investigated the theoretical frameworks used to frame research on family-school partnerships over a five-year period. Although many researchers have described their theoretical approaches, little has been written about the diversity of frameworks used and how they are applied. Coders analyzed 215 journal articles published from 2007 to 2011 on family-school partnerships to determine the theoretical or conceptual frameworks used. Of the 153 articles that were empirical, nearly half (46.40%) did not specify a family-school partnership framework. Of the 82 articles that did describe or apply such a framework, four theories were used most often: Bronfenbrenner's bioecological theory; social capital theory from the perspectives of Bourdieu, Coleman, and Lareau; Epstein's overlapping spheres of influence; and Moll and colleagues' funds of knowledge. Authors also employed two conceptual frameworks most often: Epstein's types of family involvement, and Hoover-Dempsey and Sandler's model of the parent involvement process. Given the lack of theoretical and conceptual foundations for much of the work done over the time period studied, the field would benefit from more focused articulation of theoretical foundations in research and better preparation of doctoral students in applying theory to research.
Understanding Family Engagement through the Focus of the National Standards for Family-School Partnerships: Secondary Preservice Teachers&apos; Perspectives
Author: Ferrara, Margaret M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Family School Relationship,National Standards,Family Involvement,Partnerships in Education,Preservice Teachers,Secondary Education,Student Attitudes,Online Courses,Pretests Posttests,Student Surveys,Statistical Analysis

Presently, over 40 states in the U.S. have legislation in place to promote professional development in family engagement in school districts. Some of these states also have a mandate in place that preservice teachers are required to take a course in family engagement to obtain teacher licensure. This has spurred an interest in how various assignments that are part of a course in family engagement influence preservice teachers' development of an understanding of the National Standards for Family-School Partnerships (National PTA, 2012). The purpose of this study was to provide a summary of outcomes from two sections of a secondary preservice teacher course on family engagement. A pretest posttest design was used to explore changes in preservice teacher perceptions. The National Standards were used as the outline for the curriculum of the online course entitled Parent Involvement and Family Engagement (7-12 Perspective). Working with diverse families and helping families help their children with content were themes interwoven into the assignments and readings for the course. The results of the study help support the importance of gathering data not only at the beginning and end of two sections of a course on family engagement but also the importance of looking closely at assignments during the course through the lens of the National Standards for Family-School Partnerships.
An Examination of Counselors&apos; Religiosity, Spirituality, and Lesbian-, Gay-, and Bisexual- Affirmative Counselor Competence
Author: Farmer, Laura Boyd
Date: 2017-00-00
Type: Journal Articles
Subjects: Counselor Characteristics,Counselor Qualifications,Competence,Homosexuality,Sexual Orientation,Religious Factors,Multiple Regression Analysis,Counselor Client Relationship,Correlation,Attitude Measures,Measures (Individuals),Social Desirability,Statistical Analysis

Counselors in school and community settings, counselor educators and counseling students (N = 453) participated in a study of self-perceived competence to serve lesbian, gay and bisexual (LGB) clients. Using the same large data set as Farmer, Welfare, and Burge (2013), the author examined different research questions focused on counselor religiosity and spirituality. Through multiple regression analysis, the following variables predicted LGB-affirmative counseling competence: counselors' self-identified religiosity, spirituality, education, number of LGB clients counseled and LGB interpersonal contact. Spirituality had a positive relationship with competence, whereas religiosity was negatively related. Further exploration of the intersection of counselor religiosity and spirituality as it relates to LGB-affirmative counseling is warranted.
Counselors and Workplace Wellness Programs: A Conceptual Model
Author: Saliba, Yvette
Date: 2017-00-00
Type: Journal Articles
Subjects: Stress Management,Stress Variables,Occupational Safety and Health,Wellness,Health Services,Health Promotion,Health Care Costs,Federal Legislation,Public Health,Employers,Employees,Counselors,Physical Health,Mental Health,Experimental Groups,Chronic Illness,Workplace Learning

Occupational stress is a top source of stress for over 65% of Americans due to extended hours in the workplace. Recent changes in health care have encouraged employers to build workplace wellness programs to improve physical and mental health for employees to mitigate the effects of occupational stress. Wellness programs focus on either disease management; treating chronic illnesses, such as hypertension and diabetes; lifestyle management; or preventing chronic illnesses through health promotion. This manuscript provides an overview of recent changes in health care and describes a conceptual framework, Steps to Better Health (S2BH), that counselors can use in workplace wellness programs. S2BH is an 8-week psychoeducational group based on the combination of motivational interviewing (MI) and the transtheoretical model of change (TTM).
An Exploratory Factor Analysis of the Sexual Orientation Counselor Competency Scale: Examining the Variable of Experience
Author: Ali, Shainna
Date: 2017-00-00
Type: Journal Articles
Subjects: Factor Analysis,Sexual Orientation,Counselors,Measures (Individuals),Factor Structure,Homosexuality,Competence,Counselor Client Relationship,Counselor Training,Models

The Sexual Orientation Counselor Competency Scale (SOCCS), developed by Bidell in 2005, measures counselors' levels of skills, awareness, and knowledge in assisting lesbian, gay, or bisexual (LGB) clients. In an effort to gain an increased understanding of the construct validity of the SOCCS, researchers performed an exploratory factor analysis on the SOCCS with a sample of practicing counselors who were members of the Association for Lesbian, Gay, Bisexual, and Transgender Issues in Counseling (ALGBTIC) and counselors-in-training (N = 155) enrolled in four Council for Accreditation of Counseling &amp; Related Educational Programs (CACREP)-accredited counseling programs. The data analyses resulted in a 4-factor model, 28-item assessment that explained 56% of the variance. In acknowledging the loading of the fourth factor, this result highlights the need to focus on involvement and engagement in clinical practice in order to maintain best practice standards. Furthermore, the fourth factor of experience adds a compelling perspective to consider when understanding, improving, and maintaining sexual orientation counselor competence.
Indiscriminate Friendliness in Children Adopted from China to the United States: A Mixed Methods Study
Author: Liu, Yanhong
Date: 2017-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Foreign Countries,Adoption,Case Studies,Interpersonal Relationship,Stranger Reactions,Attachment Behavior,Counselors,Semi Structured Interviews,Parents,Young Children,Regression (Statistics)

Indiscriminate friendliness (IF) is a prominent issue with children adopted from China to the United States. Through a mixed methods design, the authors explored four Chinese adoptees' experiences of IF within their real-life context, investigated potential factors associated with IF, and examined the IF-attachment relationship. This mixed methods study consisted of a qualitative case study of four children adopted from China and a quantitative investigation into IF using a sample of 92 adoptive parents with Chinese adoptees. The qualitative findings revealed crucial propositions related to children's IF, and the quantitative results provided further evidence to corroborate the qualitative findings. This study reinforced the stance that IF should be treated as a distinct construct from attachment. Researchers and professional counselors can benefit from the results of this study to better serve Chinese adoptive families.
Counseling Preferences of Young Adults with Cancer
Author: Taylor, Jessica Z.
Date: 2017-00-00
Type: Journal Articles
Subjects: Cancer,Adolescents,Preferences,Counseling,Counselors,Statistical Analysis,Group Counseling,Family Counseling,Individual Counseling,Psychological Needs,Online Surveys

This study examined preferences for counseling topics to discuss in individual, group, and family counseling among young adults with cancer, as well as their ranked preferences for attending individual, group, and family counseling. A sample of 320 young adults with cancer (18-39 years old) completed an online survey containing items relevant to young adults' psychosocial needs. Participants rated anxiety, finances, sad feelings, sexual and intimacy concerns, and stress management as most helpful for individual counseling; finding social support and getting information about one's medical situation as most helpful for group counseling; and no topics as most helpful for family counseling. Participants rated individual counseling as their primary choice of counseling modality, followed by group counseling, and lastly family counseling. Counselors may help young adult clients by familiarizing themselves with the unique experience of being diagnosed with cancer at an early age, as well as providing age-specific in-person support and counseling group opportunities.
Perceived Helpfulness of Teachers in Clinical Courses
Author: Moate, Randall M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Clinical Teaching (Health Professions),Mental Health Programs,Counselor Training,Graduate Surveys,Q Methodology,Masters Programs,Teacher Influence,Teacher Role,Counselor Attitudes,Affective Behavior,Learning Motivation,Preferences

Clinical courses are important in the development of students pursuing a master's degree in clinical mental health counseling (CMHC). Despite the importance of clinical courses, little is known about what CMHC students perceive as being helpful about their teachers of clinical courses. To investigate this, we sought the viewpoints of beginning counselors who were in their first four years of working as licensed counselors post-graduation. Thirty-two beginning-level counselors completed a Q sort that assessed the perceived helpfulness of their teachers of clinical courses in their CMHC master's degree program. Three different learning preferences--application-oriented learners, intrinsically motivated learners, and affective-oriented learners--were observed among participants in the study.