ethanporcaro/eric-fulltext-meta huggingface dataset:
College-Sponsored Mental Health Clubs: Maximizing Success and Reducing Risks
Author: Ayu, O. Nere
Date: 2023-00-00
Type: Journal Articles
Subjects: Mental Health,Student Organizations,Clubs,Bias,Barriers,Peer Relationship,Advocacy,Cultural Relevance,Legal Responsibility,Faculty Advisers,Interpersonal Relationship

College-sponsored Mental Health Clubs (MHCs) are a 21st-century phenomenon, helping to reduce mental health stigma at colleges across the country. MHCs take many shapes, but most focus on psychoeducation, reducing stigma, advocacy, and peer-to-peer support. These clubs are especially attractive to groups like LGBTQ students and students of color who come to college with additional traumas and identity issues. Trends in training club leaders and members are discussed, and the role of the counseling center as a sponsoring organization is highlighted. Issues of liability are presented, particularly those having to do with: a) the responsibilities of mental health club advisors, b) duty to warn issues, c) dual relationship issues, and d) brave space paradigms and triggering situations. The need and utility of peer-to-peer support groups have been well-documented for decades. Still, the successful transition to mental health clubs under the auspicious of the college requires special vigilance to protect both students and the college.
Committing to Intentional Practice: Using the Practitioner Scholarship of Adam Peck to Demonstrate an Innovative Path for Campus Activities
Author: Arminio, Jan
Date: 2023-00-00
Type: Journal Articles
Subjects: State Universities,Student Personnel Services,Student Personnel Workers,Caring,Scholarship,Biographies,Story Telling,Career Readiness,Feedback (Response)

At the time of his death, Dr. Adam Peck served as Assistant Vice President for Student Affairs at Illinois State University. During his 25 years in student affairs, he served in a variety of other roles, including assistant vice president and dean of students at Stephen F. Austin State University and director of student life at Saint Louis University. Adam was unique in that he was a student affairs professional who met the criteria of being a practitioner-scholar, an administrator in which research, contributing to it and consuming it, plays a significant role. Dr. Peck not only wanted to engage in scholarly pursuits, he needed to because he believed writing clarified his thinking about complex issues and guided his practice. On the morning of September 30th, 2022, Adam died from injuries sustained in a pedestrian accident. He was 49 years old. His name may not be well recognized in higher education, but he was not one for fanfare or the spotlight. Yet, he did his best to help students succeed. As highlighted in this article, to those who knew Dr. Peck, he was a storyteller. He told and enacted stories of caring, curiosity, compassion, scholarship, and intellectualism -- a life lived well. This article is his story as well as the story of how the campus activities profession must continue his work.
Cost of Caring in Student Affairs: When a Professional Loss Becomes Personal
Author: Russell Krebs, Stephanie
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Personnel Workers,Student Personnel Services,Grief,Death,Trauma,Stress Variables,Stress Management,Therapy,Caring,Fatigue (Biology),Social Support Groups,Case Studies,Universities

Many student affairs professionals have experienced grief spanning across their personal and professional lives. As student affairs professionals, they often serve on the &quot;front lines&quot; when bad things happen. These roles are mentally exhausting to take on and can be overwhelming. This article explores two different cases of staff deaths, from the perspective of the Senior Student Officer, at two unique institutions, and how the student affairs staff managed their own grief processes while leading and supporting their teams. A theoretical framework of secondary traumatic stress, grief, and healing is woven throughout the article, with special attention focused on the healing process and reflections for practice.
Mimicking the Psychological Effects of Capitalism in the Classroom: Using &quot;StarPower&quot; to Demonstrate Unconscious Bias, Privilege, and Oppression
Author: Soheilan, Sepideh S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Social Systems,Bias,Power Structure,College Students,Socioeconomic Status,Social Class,Educational Games,Game Based Learning

College students are reflective of a culturally diverse population and hold a wide range of cultural identities. As such, faculty and campus activities professionals alike, are constantly striving to meet the needs of an increasingly diverse student population. Socioeconomic status (SES) and social class are cultural variables that need more attention in higher education settings. Given that SES and social class are determinants of social power (APA, 2007), it is crucial to provide undergraduate students with focused learning experiences on these variables and how they influence identity development. Authors utilized Star Power, an educational game, to mimic three tiers of a capitalistic economy in the classroom. Qualitative data analyses suggested themes of dominance and striving for dominance across all groups. Implications for experiential learning in the classroom, multicultural education, diversity learning through campus outreach activities, and research are discussed.
Not &quot;Slated&quot; for Leadership: Barriers and Unclear Leadership Development Pathways in Panhellenic Sorority Members
Author: Pearlman, Brian
Date: 2023-00-00
Type: Journal Articles
Subjects: Sororities,Leadership Training,Student Leadership,College Students,Females,Barriers,World Views,Attitude Change,Cultural Awareness,Student Development,Inclusion

National Panhellenic Conference (NPC) sororities promote leadership development and student learning as membership benefits. However, many women may not gain these experiences if they are not selected or placed on the leadership slate to be collectively voted into an executive position because the emphasis is on positional development. There is little research that nuances the different ways in which sorority women experience leadership development within their chapters. This qualitative study explored the leadership experiences of NPC sorority women who obtained leadership experiences to nuance to what extent sororities facilitate these experiences. It was found that not all members have equal access to these leadership opportunities, as there are structural barriers and unclear pathways for leadership development. Members sought non-traditional forms of leadership development without the context of connecting their own member experiences. Implications for practice are included to integrate findings from this study to inform practice for student involvement professionals, which may help improve programming and the experience provided to their student leaders.
Theory-Driven Approach to Developing Socially Responsible Leadership among College Students Who Mentor: Congruence
Author: Sunderman, Hannah M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Leadership Training,Leadership Responsibility,Social Responsibility,Student Responsibility,College Students,Mentors,Congruence (Psychology)

The Social Change Model of Leadership (SCM) is the most widely used student leadership development model in higher education. Therefore, the purpose of the current paper is to share a theory-driven approach to developing Congruence, an individual value of the SCM. We discuss the development and implementation of a two-part virtual leader development intervention focused on college students who mentor K-12 youth. Part One was a virtual, two-hour content block in the fall with interactive activities. Part Two was a small-group, virtual meeting in the spring with in-depth discussions. The intervention focused on recognizing congruent leadership and considering a situation from multiple values. The intervention was evaluated based on the learning objectives, and mentors perceived notable growth. The purpose of the current scholarship-to-practice brief is that leadership educators and student affairs practitioners can utilize the curriculum to facilitate and evaluate a Congruence intervention in a curricular or co-curricular setting.
Theory-Driven Approach to Developing Socially Responsible Leadership among College Students Who Mentor: Commitment
Author: Sunderman, Hannah M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Scholarship,Psychological Patterns,Learning,Higher Education,Global Approach,Research and Development,Epistemology

The current scholarship-to-practice brief discusses a theoretically grounded intervention on developing Commitment, an individual value of the Social Change Model of Leadership (SCM), among college student mentors and adolescent mentees. The authors have previously shared developmental interventions on Consciousness of Self and Congruence (Sunderman &amp; Hastings, 2021, in press), the other two values of the SCM. This brief highlights a two-part leader development intervention: (a) a one-hour content block with interactive activities and (b) a small-group, discussion-focused meeting. Specifically, the intervention focused on identifying areas of passion, examining Commitment in others, and planning a task or activity to demonstrate Commitment. Accompanying the intervention is an assessment strategy based on the learning objectives. By sharing a description of the intervention and an evaluation strategy, leadership educators and student affairs practitioners can implement their own Commitment curriculum in myriad settings.
Thai EFL Learners&apos; Use and Perceptions of Mobile Technologies for Writing
Author: Jeanjaroonsri, Rungsima
Date: 2023-00-00
Type: Journal Articles
Subjects: English Language Learners,English for Special Purposes,English (Second Language),Handheld Devices,Telecommunications,Student Attitudes,Undergraduate Students,Writing (Composition),Accuracy,Self Esteem,Efficiency,Independent Study,Technology Uses in Education

Despite the fact that technologies are commonly implemented in language classrooms and widely incorporated by students in their language learning, research on English learners' actual practices of technologies, especially the use outside the classroom, has been mostly limited. The aim of this study was to explore undergraduate English language learners' independent use and perceptions of mobile technologies for their foreign language writing, a productive skill that requires linguistic expertise in various aspects. Data were collected through a questionnaire from 305 English learners who enrolled in various English for Specific Purpose courses in a public university in Thailand. The findings indicated that the participants used various mobile technologies that mainly concerned with linguistic aspects of writing such as online dictionaries, machine translations, and language checker applications to support their foreign language writing. Their primary purposes of using technologies were to achieve accuracy, confidence and efficiency in their writing. This study sheds light on how mobile technologies play a supportive role and offer pedagogical potential in language learners' lives beyond the borders of classrooms.
Thai Learners&apos; Attitudes toward English Accents: Fields and Stages of Study
Author: Thienthong, Atikhom
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,College Students,Student Attitudes,Dialects,Pronunciation,Educational Attainment,Intellectual Disciplines,English,Language Attitudes,Preferences,Majors (Students),Control Groups,North American English

This study investigated the attitudes of 90 Thai learners toward English accents in relation to differing fields and stages of study, using a verbal-guise test (VGT) and a questionnaire. Respondents listened to and evaluated five speakers of English as a native language (ENL): American English (AmE) and British English (BrE), a second language (ESL): Indian English (InE) and Filipino English (FiE), and a foreign language (EFL): Thai English (ThE). The results reveal that most respondents hold significantly more favorable attitudes toward the ENL varieties than the non-ENL varieties with regard to status, solidarity, and speech. The former group is perceived as standard, proper and prestigious, but the reverse is true of the latter group. The ESL varieties, especially FiE are judged negatively for intelligibility while ThE is perceived as the most intelligible, followed by AmE and BrE. The results also show that Thai learners, irrespective of their field and stage of study, have similar attitudes in terms of social status. However, secondary-school students judge the non-ENL varieties more favorably than university students. These results suggest that teachers should expose students to different varieties of English in the early years of English language teaching (ELT) since they may not have acquired a deep-seated native-speakerism ideology.
The Effects of Collaborative Process Writing Approach on Thai EFL Secondary School Students&apos; Writing Skills
Author: Wonglakorn, Patraphon
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Language Learners,Secondary School Students,Second Language Learning,Writing Skills,Collaborative Writing,Student Attitudes,Skill Development,Process Approach (Writing),Writing Instruction,Grade 8,Junior High School Students,Outcomes of Education

This study aims to examine the effects of the collaborative process writing approach on Thai EFL secondary school students' writing skills and investigate their attitudes towards the use of the collaborative process writing approach to developing their writing skills. The participants were sixty-two students studying at a Thai secondary school. This study employed a mixed methods research design. The research involves quantitative and qualitative methods of data collection. Research instruments were (1) the pretest and posttest, (2) questionnaires, and (3) the focus group interview. The results showed that collaborative writing can improve students' writing skills as the scores from the posttest were significantly higher than those of the pretest. Moreover, students had positive attitudes towards collaborative writing as they could share various ideas and help one another develop their written tasks. The results from the interview also showed that the writing process could be a guideline for making a good paragraph in terms of organization, coherence, and accuracy.
Promoting Thai EFL Learners&apos; Willingness to Communicate in the Virtual Classroom through Technology-Mediated Oral Tasks
Author: Chaisiri, Phakhawadee
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Language Learners,English (Second Language),Second Language Learning,Virtual Classrooms,Technology Uses in Education,Oral Communication Method,Student Attitudes,Classroom Communication,Intervention,Positive Attitudes,Learner Engagement,Speech Skills,Listening Skills,Student Improvement,Computer Mediated Communication

Willingness to communicate (WTC) in English in a classroom setting is considered a crucial factor for successfully learning English as a foreign language (EFL). This study investigated whether the intervention of technology-mediated oral tasks on the Flipgrid application designed as entrance and exit tickets could promote Thai EFL learners' WTC in English in the virtual classroom. It also examined their perceptions towards this pedagogical practice. This intervention was implemented in an online English for Communication course for eight weeks. A mixed methods approach was employed in this study with 34 participants through pre-post WTC questionnaires, a Flipgrid questionnaire, and focus-group interviews. The results showed that the increase in learners' overall WTC after the intervention was statistically significant (p&lt;0.001). Moreover, the students reported positive opinions towards the use of technology-mediated oral tasks in terms of academic engagement and in the improvement of speaking and listening skills. The study concludes with implications for best practices in the online English language classroom as well as suggestions for further research.
Relationship between the Reading Strategy, Reading Self-Efficacy, and Reading Comprehension of Thai EFL Students
Author: Oranpattanachai, Pornpun
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,English Language Learners,English (Second Language),Reading Strategies,Self Efficacy,Reading Comprehension,Relationship,Second Language Learning,Reading Ability

Numerous studies have found that students' reading strategy and their reading self-efficacy play important roles in enhancing English reading comprehension in the context of English as a second/foreign language. This study attempts to investigate whether a relationship exists between the reading strategy and perceived self-efficacy of Thai EFL students and their comprehension. The participants consist of 31 Thai engineering students attending a TOEIC course at a public university in Thailand. A reading strategy questionnaire, a reading self-efficacy questionnaire and TOEIC reading comprehension test were used for data collection. According to the descriptive statistics, the reading comprehension ability of the participants is below average. Pearson's correlation coefficient test showed the existence of a significant relationship between their reading ability and their overall reading strategy (p [less than or equal to] 0.05) and a significant relationship was also revealed between their reading comprehension ability and the top-down strategies (P [less than or equal to] 0.05). However, no significant relationship exists between reading ability and bottom-up strategies. Furthermore, the descriptive results reveal that the participants' perceived reading self-efficacy is at a moderate level. In addition, Pearson's correlation coefficient test showed a significant relationship between reading comprehension ability and self-efficacy in reading (P [less than or equal to] 0.01). Pedagogical implications are also presented in this study.
Embracing the New Normal: Geography Teachers&apos; Preparedness and the Use of E-Learning Methodologies
Author: Mhishi, Misheck
Date: 2023-00-00
Type: Journal Articles
Subjects: Geography Instruction,Electronic Learning,COVID-19,Pandemics,Foreign Countries,Rural Schools,Secondary School Teachers,Teaching Methods,Readiness,Educational Change,Faculty Development,Educational Technology,Teacher Role,Teacher Student Relationship

Unprecedented COVID-19 lockdowns forced schools to close and to adopt online teaching and learning methodologies. In Zimbabwe, underprivileged schools were the worst affected by this directive. This qualitative study, carried out in one cluster of rural secondary schools explored the preparedness of geography teachers to adopt e-learning strategies. Data were collected through interviews and questionnaires. Findings indicate that teachers at day schools were not well prepared to adopt e-learning strategies while their counterparts at boarding schools were better prepared. Teachers stuck to their traditional classroom roles and failed to adopt additional online roles resulting in feelings of boredom due to lack of social interaction with students. A lack of teacher training and support and inadequacies in infrastructural facilities were the major impediments militating against teacher preparedness. WhatsApp emerged as the most popular application used to communicate with students. It is recommended that stakeholder support be mobilized towards teacher capacitation.
Investigation of the Relationship between Problem-Solving Achievement and Perceptions of Students
Author: Bal, Ayten Pinar
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 6,Grade 7,Grade 8,Problem Solving,Academic Achievement,Student Attitudes,Relationship,Success,Trust (Psychology),Self Control,Adjustment (to Environment),Social Psychology,Motivation,Repetition,Behavior Patterns,Foreign Countries,Middle School Students

This study examined the relationship between secondary school students' problem-solving success and perceptions using a relational survey model. This study investigated 378 students (212 girls and 166 boys) in the sixth, seventh, and eighth grades between 11 and 14 years old using the convenience sampling method. The problem-solving inventory for children, routine and non-routine problem tests, and problem evaluation rubric were used for data collection. Descriptive and inferential analyzes were utilized. The results indicated that students tended to avoid the problem-solving process. Variables of trust, self-control, and avoidance regarding problem-solving perceptions significantly predicted students' success in solving routine and non-routine problems.
Mathematics Symbol Instruction and Senior Secondary Students&apos; Achievement in Word Problems: A Quasi-Experimental Study
Author: Esuong, Uwase Uwase
Date: 2023-00-00
Type: Journal Articles
Subjects: Symbols (Mathematics),Mathematics Instruction,Secondary School Students,Mathematics Achievement,Word Problems (Mathematics),Instructional Effectiveness,Foreign Countries,Gender Differences

An assessment of the possible effect of mathematics symbol instruction on achievement in word problems was the main thrust of the study. Two null hypotheses were tested in the study. The non-equivalent group pre-testpost-test quasi-experimentalresearch design was adopted. The multistage sampling technique was used to select a sample of 387 participants from 6,740 senior secondary class one students in the 81 government-owned coeducational secondary schools in Calabar education zone of Cross River State. The treatment class was exposed to mathematics symbol instructional strategy for solving word problems while the control class was exposed to regular word problem teaching, otherwise called the conventional method. &quot;Students mathematics achievement test&quot; was the instrument used for data collection after validation by experts. The reliability coefficient of 0.90 was determined using the Kuder-Richarson 20 formula. Primary data were obtained after informed consent from the participants. The null hypotheses were all tested at the 0.05 alpha level using the analysis of covariance. Findings revealed a significant effect of the mathematics symbol instructional strategy on students' word problem achievement in secondary schools. Male students perform significantly better in word problems than their female counterparts when taught using the mathematics symbol instruction. These findings discussed fundamental theoretical, practical, and research implications. It was recommended, among other things, that mathematics teachers concentrate on demystifying the abstraction in mathematics by deliberately adopting mathematics symbol instructional strategy in interpreting mathematical statements and sentences into their symbolic notations before engaging in their computation.