ethanporcaro/eric-fulltext-meta huggingface dataset:
Psychological Effects of the Transition to Retirement
Author: Osborne, John W.
Date: 2012-00-00
Type: Journal Articles
Subjects: Retirement,Death,Psychology,Counselors,Identification,Self Concept,Aging (Individuals),Older Adults,Counseling,Satisfaction,Foreign Countries,Quality of Life

Psychological effects of disengagement from a work life and the transition to retirement are discussed. These effects include partial identity disruption, decision paralysis, diminished self trust, experience of a post retirement void, the search for meaningful engagement in society, development of a retirement/life structure, the confluence of aging and retirement, death anxiety, the critical nurturing of social relationships, and self-actualization. Some aspects of preretirement life that can be predictive of a successful transition are also presented. This article is relevant for both counsellors and retirement advisors, whose clients may be planning retirement or have retired.
Investigating Positive Psychology Approaches in Case Management and Residential Programming with Incarcerated Youth
Author: Cross, Lara E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Programming,Content Analysis,Psychology,Foreign Countries,Youth,Interviews,Feedback (Response),Data Analysis,Mental Health,Institutionalized Persons,Residential Institutions,Counseling,Counseling Techniques,Administrators,Adolescents

This article examines how a rural Canadian secure custody facility for youth implemented positive psychology principles in its case management protocols and residential programming. A directed content analysis design was utilized to identify specific factors of positive psychology in the facility's policy and programming manual, as well as in interviews with 10 youth and 11 service providers at the facility. Data revealed numerous positive psychology factors were incorporated in various ways at the facility, particularly person-centred care, autonomy, and relatedness/connectedness. Differences among policy documentation, youth, and service provider perceptions were found, as well as challenges regarding intent versus effect of programming. Implications for practice and directions for future research are discussed. (Contains 1 table and 1 note.)
Counsellors Respond to the DSM-IV-TR
Author: Strong, Tom
Date: 2012-00-00
Type: Journal Articles
Subjects: Web Sites,Electronic Publishing,Mental Disorders,Cultural Influences,Foreign Countries,Counselors,Internet,Surveys,Counseling Techniques,Interviews,Psychiatry,Evaluation Methods,Theory Practice Relationship,Feedback (Response),Discourse Analysis,Computer Mediated Communication

The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) is an administrative fact for many counsellors. This psychiatric approach to formulating client concerns runs counter to those used by counsellors of many approaches (e.g., systemic, feminist). Using an online survey of counsellors (N = 116), invited contributions to a website blog, and in-depth interviews of 10 counsellors, we sought to better understand how the DSM-IV-TR influenced counsellors' practice, and their responses to its expected use. From our situational analyses, we relate our findings to tensions experienced by counsellors when practicing from non-psychiatric approaches to practice.
Understanding and Responding to Adolescent Girls' Online Cruelty
Author: Sokal, Laura
Date: 2012-00-00
Type: Journal Articles
Subjects: Bullying,Females,Adolescents,School Psychology,Models,Computer Software,Feedback (Response),School Counselors,Psychotherapy,Internet,Grade 8,Foreign Countries

Many school counsellors have identified "cyber-bullying" among adolescent girls as a growing concern. In order to respond to this issue, this article begins with a new model of cyber-communications from the unique perspective of adolescent girls. Next, it explores the limitations of responding to this model, based on current understandings of cyber-bullying. Finally, based on the current literature, recommendations are made to school counsellors regarding the essential components of programming that show promise in addressing online cruelty among this group. (Contains 1 note.)
A Review of Attachment and Its Relationship to the Working Alliance
Author: Kietaibl, Carin M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Attachment Behavior,Therapy,Foreign Countries,Outcomes of Treatment,Counselor Client Relationship,Emotional Response,Adults

Attachment theorists propose that attachment styles affect the development of relationships inside and outside of therapy. By integrating attachment theory into their work with clients, therapists may strengthen the working alliance and lower the risk of clients prematurely ending therapy. Attachment theory is reviewed, and methods of integrating it into counselling practice are discussed. Daly and Mallinckrodt's (2009) model of adapting therapeutic distance to establish safety in the therapy relationship is presented. Also reviewed is how therapists can integrate client culture into the adjustment of therapeutic distance.
Mechanisms of Change in a Group Career Exploration Intervention: The Case of &quot;Bryan&quot;
Author: Kerner, Emily A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Video Technology,Intervention,Experiential Learning,Career Exploration,Adolescents,Males,Grade 10,Career Education,Student Motivation,Resilience (Psychology),Questionnaires,Theory Practice Relationship,Foreign Countries,Group Instruction

This article presents the case of one 16-year-old male who failed a career exploration class and then participated in a group intervention designed to increase his motivation to explore. Using a case study method, the authors triangulated video, questionnaire, observational, interview, and artefact data to identify the main themes that emerged for the participant over the course of the intervention. Themes were integrated into a narrative of the participant's process of developing self-determination for career exploration. Overall, the results suggest that interpersonal connection, structured activities, experiential learning, and participant resilience were all central mechanisms that contributed to change. (Contains 1 table.)
Professional Development Schools and Developing a Curriculum in the Making with Students
Author: Schultz, Brian D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Professional Development,Curriculum Development,Integrated Curriculum,Instructional Design,Sustainability,Student Centered Curriculum,Educational Practices,Educational Strategies,Change Strategies,Elementary School Curriculum,Partnerships in Education

In this article, the author shares his experiences on a journey with 10-12-year-old students from Chicago's Cabrini Green neighborhood. The quintessential point he wants to make is that curriculum is not all about what state boards of education decide is important for teachers to do with children, or what a teacher decides to construct alone. It also is certainly not fixed or finite. Rather, it is a journey of co-creation and looking to the students for what is worthwhile--what is worth knowing, doing, being, becoming, thinking about, pondering, and wondering. The author became fascinated by the idea of an integrated curriculum--not one that merely connected math and science and threw in a little bit of music, but one that takes into consideration the subjects and ideas that students in which students are most invested. This article shares many of the theoretical tenets he drew on make this work with young people. His hope is that teachers may subsequently connect this work to their efforts within the professional development schools and the school-university partnerships they are cultivating. (Contains 9 notes.)
Indiana State University Professional Development School Partnership: Systemic, Symbiotic, and Solution-Oriented
Author: Libler, Rebecca
Date: 2010-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Educational Change,College School Cooperation,Partnerships in Education,Program Descriptions,Program Effectiveness,Educational Objectives,Preservice Teacher Education,Inservice Teacher Education,Teacher Educator Education,Rural Schools,Urban Schools,Teacher Role,Administrative Organization,Educational Finance,Educational Assessment

The Indiana State University Professional Development Schools (ISU PDS) Partnership sprang from the convergence of two strong needs: (1) the need for real life practice in the way of extended clinical experiences for teacher education students in schools of practice; and (2) the need on the part of the schools in the community to have access to research on best practice, rejuvenation through contact with content area experts, and assistance with improving the learning environment for all students. This Partnership is guided by the  overarching purpose of &quot;linking renewal in schools to renewal in educator preparation.&quot; To meet this purpose, the Partnership has four main goals: (1) increase learning for all  students through creating enhanced learning environments where effective curricular, instructional, and organizational practices are used to ensure that all students reach their full potential as students and as persons; (2) provide optimal learning environments for preservice educators to learn the craft of teaching and learning to high and rigorous standards of performance in schools committed to restructuring and continuous professional development for faculty; (3) provide meaningful professional development for university and school faculty based on their needs and collaboratively developed by them; and (4) support scholarly inquiry and the advancement of knowledge in teaching and learning, especially through collaboratively designed programs of scholarship. The vision of the ISU PDS Partnership rests on three interlocking assumptions and beliefs. First, the partnership believes that reform and renewal activities must be systemic. Second, the partnership believes that a symbiotic relationship, built on trust and parity between its members and existing institutions, is necessary to achieve systemic change. Third, the partnership needs a critical study process to inform and guide its work. (Contains 2 figures.)
A &quot;Special&quot; Partnership: The Towson-Waterloo-Ilchester-Bellows Spring Elementary Education-Special Education Professional Development School
Author: Gartland, Debi
Date: 2010-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Elementary Education,Special Needs Students,Teacher Certification,Special Education,School Districts,Program Development,Service Learning,Internship Programs,Practicums,College School Cooperation,Partnerships in Education,Program Descriptions,Program Effectiveness,Educational Objectives,Preservice Teacher Education,Inservice Teacher Education,Governance,Educational Policy

The 2010 Professional Development Schools National Conference recognized the professional development school relationship between Towson University with its dual certification major and the Howard County Public School System for its outstanding collaborative accomplishments, naming the Towson-Waterloo-Ilchester-Bellows Spring PDS as a recipient of the National Association for Professional Development Schools Award for Exemplary Professional Development School Achievement. In this article, the author describes the work of this special school-university partnership, emphasizing the collaborative efforts, and based on the NAPDS' Nine Essentials of PDS work. (Contains 2 figures.)
The University of South Carolina Professional Development School Network: Twenty Years of Effective Collaboration
Author: Field, Bruce E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Professional Associations,Professional Development Schools,Academic Achievement,Cooperation,Professional Development,Conferences (Gatherings),College School Cooperation,Recognition (Achievement)

The 2010 Professional Development Schools National Conference recognized the University of South Carolina's Professional Development School Network for its outstanding collaborative accomplishments, naming it as a recipient of the National Association for Professional Development School's Award for Exemplary Professional Development School Achievement. This article describes the work of this very special school-university partnership, focusing on how the collaboration is rooted in the &quot;nine essentials&quot; of Professional Development School work. (Contains 8 footnotes.)
Queens University of Charlotte--Myers Park Traditional Elementary School Partnership
Author: Horn, Suzanne E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Academic Achievement,Instructional Leadership,Partnerships in Education,College School Cooperation,Professional Development,Professional Development Schools,Parents,Parent School Relationship,Elementary School Teachers,Best Practices,Educational Innovation,Reflection,Parent Attitudes,Teacher Attitudes

Great work can be accomplished with little budgets and big dreams and desires for increased student achievement. The focus of the Queens University of Charlotte and Myers Park Traditional School (MPTS) partnership was excellent teacher development that centered on learning as a community of teachers (both pre-service and in-service). What they found was the one key ingredient that partners must have for success is a team with passion and no fear of perspiration to put initiatives in place. Queens University of Charlotte and Myers Park Traditional School (MPTS) are neighbors and share property that is vital part of the atmosphere on both campuses. There is also a significant institutional history between Queens and MPTS. Their relationship goes much further than staff to staff. MPTS parents consider Queens to be a vital part of MPTS' success just as Queens considers MPTS as an asset to its program. Many MPTS teachers have received degrees from Queens and they have become a part of their Masters in School Leadership Program. Numerous MPTS staff are mid-degree at this time.
A Phenomenological Study of Professional Development Schools: How Principals Make Sense of Their Role
Author: Tilford, Keith
Date: 2010-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Professional Development,Instructional Leadership,Principals,Phenomenology,Qualitative Research,Administrator Role,Partnerships in Education,Administrator Attitudes,College School Cooperation,Elementary Schools

Despite the significant number of universities that participate in Professional Development School (PDS) collaborations, very little empirical research has been published on the role of the PDS principal. If the PDS is to be the school of the future, it is important to have leaders prepared, either within educational leadership programs or supported through PDS partnerships, to support creating a culture of professional learning. This type of preparation might require a change in structure and culture from the traditional principal preparation model. In this qualitative study, the ways in which three Professional Development School principals made sense of their roles were examined. Analysis identified six assertions that characterize the lifeworlds of the principals and their PDS roles. By studying and understanding how these assertions reflect the ways principals made sense of their work, various stakeholders can use these data to assist in the selection of quality candidates for PDS principal positions or schools for partnership work.
Co-Teaching: Enhancing Student Learning through Mentor-Intern Partnerships
Author: Badiali, Bernard
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Teaching,Professional Development Schools,Partnerships in Education,Supervisor Supervisee Relationship,Team Teaching,Definitions,Teaching Models,Instructional Effectiveness,Teaching Methods,Teacher Education Programs,Educational Strategies,Teacher Collaboration

In this article, the authors present a definition for co-teaching. They argue that co-teaching has the potential to be an effective arrangement for attending to student learning, preparing a teacher candidate to enter the profession, and eliminating some of the snags and pitfalls associated with traditional student teaching. In addition, they identify and describe six models of co-teaching along with examples of how these models may contribute to student learning in a Professional Development School (PDS). They conclude by suggesting areas for further research on the effects of co-teaching. (Contains 1 table.)
Expanding University Faculty's Vision of a PDS: So This Is What Partnership Really Means?
Author: Myers, Susan D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Professional Development Schools,College School Cooperation,Institutional Mission,Partnerships in Education,Group Dynamics,Teacher Role,Role Perception,Educational Philosophy,Transcripts (Written Records),Content Analysis,Integrated Activities,Educational Practices

The authors' conception of a Professional Development School has been in the making for six years; they have nurtured their high school/university partnership over that period of time with little involvement from other university personnel. Through a self-study approach, they investigated the intricacies of how professional relationships, both in and out of academia, evolve and inform our practice within the partnership. In this article, they address the challenges involved in expanding the professorial roles of PDS activities within an existing school and subsequently adding another. While they believed their philosophies and ideas of working with and in the schools was a shared vision among the university faculty involved, they realized that it was a much more complex task than originally conceived.
Utilizing a School-University Collaborative Partnership to Design, Present, and Support Pre-K-12 Coursework on Differentiated Instruction
Author: Neville, Elizabeth
Date: 2010-00-00
Type: Journal Articles
Subjects: College School Cooperation,Professional Development Schools,Individualized Instruction,Elementary Secondary Education,Graduate Study,Inservice Teacher Education,Education Courses,Curriculum Development,Teacher Education Curriculum,Outcomes of Education

Differentiated instruction should be evident in every classroom; however, it is particularly critical in Professional Development Schools (PDS) that have the dual focus of instruction for both Pre-K-12 students and university students completing their final internship experience. In this article, the author illustrates a university and school district collaborative partnership, resulting in graduate coursework immediately applicable to Pre-K-12 differentiated teaching and learning. A model is presented for designing a skeletal graduate course syllabus, followed by an initial course offering involving selected master Pre-K-12 teachers and administrators to complete the final content, presentation, and projects. Additionally, the reasoning behind offering multiple sections of the course through PDS sites in order to maximize immediate implementation of differentiated instruction and responsive teaching is presented.
PDS Work at a Small University: Solutions to Common Problems
Author: Mills, Lynne
Date: 2010-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Tutoring,Universities,Small Colleges,Educational Finance,Financial Support,Grants,Federal Aid,State Aid,Enrichment,Resource Allocation,Graduate Students,Teaching Assistants,Professional Development,College Faculty

Small universities deal with two primary issues when beginning to use the Professional Development School model: Adequate Funding and Faculty Support. Possible solutions are discussed, including ways to provide adequate funding through grants, enrichment/tutoring programs, reallocation of existing funds, and university priority money, as well as ways to provide more faculty support through various arrangements of current positions, release time, and graduate assistants.
Methodologies for Motivating Student Learning through Personal Connections
Author: Abrahamson, Craig E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Course Content,Learning Motivation,Student Motivation,Context Effect,Educational Environment,Teacher Student Relationship,College Faculty,College Students,Story Telling,Personal Narratives,Teaching Methods,Cognitive Processes

This paper focuses on the premise that within the instruction process of higher education, the classroom context needs to create an atmosphere of motivational learning that is founded in part on a relationship between the students and professor that is formatted on the concept of mutual sharing of personal experiences, values, beliefs, and obviously course content. This process needs to begin with the instructor getting to know each student, even in large classes with more than 100 students. Through these personal connections, the content can become personally meaningful for the students. Over the past 35 years I have continued to develop and refine guidelines to facilitate this process of creating a significant connection between myself and students, students within and between themselves for each course that I teach. This paper will illustrate these essential and specific techniques, and demonstrate methods in helping students to conceptualize course content within this methodology.
Critical Concerns for Oral Communication Education in the United States and the United Kingdom
Author: Emanuel, Richard
Date: 2011-00-00
Type: Journal Articles
Subjects: Speech Communication,Foreign Countries,Comparative Education,Curriculum Evaluation,Educational Attitudes,Program Attitudes,Intellectual Disciplines,Role Perception,College Students,Educational Needs,Learning Modules,Course Content,Teacher Qualifications,Change Strategies,Educational Change,Educational Practices,Educational Policy,Time Factors (Learning)

An examination of oral communication education in the United States (U.S.) and United Kingdom (U.K.) identified four critical concerns: (1) Today's college students are not getting adequate oral communication education; (2) Oral communication education is being relegated to a &quot;module&quot; in another discipline-specific course; (3) When an oral communication course is included in the general education curriculum, that course tends to be narrow rather than broad in scope; and (4) An increasing number of college faculty who teach oral communication courses do not have a graduate degree in the discipline. This article first examines the essential role of oral communication before identifying four critical concerns and offering suggested solutions for oral communication education in the U.S. and, to some extent, the U.K. These concerns may be indicative of similar issues affecting oral communication regionally, nationally and even internationally. If so, then the suggested solutions offered in this article may provide direction. If not, then being proactive rather than reactive may prevent some or all of these concerns from becoming reality. (Contains 4 footnotes.)