ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Affecting Drug Abuse in Adolescent Females in Rural Communities
Author: Renes, Susan L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Aggression,Females,Drug Abuse,Early Adolescents,Rural Areas,Sexual Identity,School Counselors,Social Development,Masculinity,At Risk Persons,Gender Issues,Peer Relationship,Parent Child Relationship,Substance Abuse,Correlation,Attachment Behavior,Middle School Students,Questionnaires,Parent Influence,Educational Attainment

This article explores factors influencing adolescent female substance use in rural communities. Self-reported data gathered from females 12 to 15 years of age in two northwestern communities in the United States showed an association among gender identity, peer and parental relationships, and substance use. Aggressive masculinity had the strongest association with substance use while peer attachment and parent attachment offered some protection. Study findings suggest that early adolescent females exhibiting aggressive behavior are at higher risk for substance use. Along with students who have little parent or peer support, this group represents a target for personal/social development programs that could be implemented by school counselors. (Contains 4 tables.)
An Adlerian Alliance Supervisory Model for School Counseling
Author: Devlin, James M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Supervision,Counselor Training,School Counseling,School Counselors,Supervisory Methods,Models,National Standards,Professional Associations,Case Studies,Program Descriptions,Vignettes

A theoretical framework is presented describing the integration of the Working Alliance and Adlerian Supervision. An Adlerian Alliance Supervisory Model (AASM) is presented as a supervisory approach that infuses the standards of the American School Counselor Association's National Model. Components considered being essential parts of the AASM: The Supervisory Working Alliance, Adlerian Supervision, and the ASCA National Model are presented. A case study illustrates the use of the AASM applied within a school counseling setting. Implications for counselor education and supervision and school counseling are provided.
Addressing the Needs of Substance Abusing Adolescents: A Guide for Professional School Counselors
Author: Sikes, April
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Substance Abuse,Prevention,Adolescents,School Counselors,Student Needs,Intervention,Cooperative Planning,School Counseling,School Policy,Counselor Training,At Risk Students,Screening Tests,Family Programs

As individuals with multiple needs, substance abusing adolescents may seek the support and assistance of school counselors. The purpose of this article is to provide professional school counselors with information they can use to assist students with substance abuse issues. Specifically, this article examines (a) complexity of addressing substance abuse in schools, (b) recognizing and assessing adolescent substance abuse, (c) adolescent substance abuse prevention and intervention, and (d) collaboration with teachers and community stakeholders.
Getting to the Core Issues of Science Teaching: A Model-Based Approach to Science Instruction
Author: Hitt, Austin M.
Date: 2007-00-00
Type: Journal Articles
Subjects: Logical Thinking,Science Activities,Science Instruction,Chemistry,Teaching Methods,Models,Scientific Concepts

In this article the authors present an analogy, "Apple Activity," designed to help science teachers and students reflect upon science instruction and learning at the three conceptual levels of scientific understanding--macroscopic level, sub-microscopic/particle level, and symbolic level. Analogies are useful instructional tools that improve individuals' understanding by anchoring abstract concepts to concrete and familiar entities. This analogy provides a simple and familiar situation designed to help science teachers reflect on their students' perspectives. Too often science instructors, including the authors, teach science through traditional lectures that mainly address the symbolic and macroscopic levels. This approach is logical for science teachers who are experts but it can be confusing for students who are relative novices. The "Apple Activity" creates an analogy that helps science instructors to "see" the differences between experts and novices. After the authors introduce the "Apple Activity" they discuss how it connects the Three Conceptual Levels of Scientific Understanding to science content and effective teaching practices. (Contains 11 figures.)
Factors Influencing Retention of Mathematics and Science Teachers in Secondary Schools--A Study Based on SASS/TFS
Author: Tai, Robert H.
Date: 2007-00-00
Type: Journal Articles
Subjects: Science Teachers,Mathematics Teachers,Secondary School Teachers,Faculty Mobility,Teacher Recruitment,Institutional Characteristics,Teacher Characteristics,Teacher Surveys,Teacher Salaries,Rural Urban Differences,Satisfaction,Age Differences,Teaching Experience

Shortages of qualified science and mathematics teachers are a ubiquitous problem in the United States. Many schools face both sides of the problem: recruitment and retention of those teachers. Since bringing new teachers in and keeping them are equally important, where should school districts look for teachers that are most likely to stay? While many school districts cannot afford to be too choosy in where they look, their limited resources also mean that they cannot look everywhere. Therefore, information on who are more likely to stay may be valuable for districts to focus their resources for maximum impact. Using a sample of mathematics and science teachers extracted from the &quot;Schools and Staffing Survey (SASS) of 1999-2000&quot; and the &quot;Teacher Follow-up Survey (TFS) of 2000-2001,&quot; connections between teacher and school district characteristics regarding retention are investigated to offer insight into how mathematics/science teacher recruitment might be focused. (Contains 2 figures, 1 table and 3 footnotes.)
Mathematics and Science Teaching Fellows' Instructional Planning for K-12 Classrooms
Author: Mumba, Frackson
Date: 2007-00-00
Type: Journal Articles
Subjects: Instructional Development,Science Instruction,Mathematics Instruction,Graduate Students,Elementary Secondary Education,Outreach Programs,College School Cooperation,Partnerships in Education

Instructional planning has increasingly been recognized as an essential element for good teaching at different levels of education. Instructional planning constitutes many things which teachers consider and do when they are planning for teaching. It provides a roadmap that assists the teachers to focus on achievable objectives and learners' needs, and to create a flow of events with starting, middle, and ending points in a lesson. As such, its primary purpose is to provide students with meaningful learning experiences. Although several studies have investigated instructional planning processes, studies of this nature have only focused on pre-service and in-service teachers. However, it is also of value to explore instructional planning practices of university graduate students in traditional mathematics and science degree programs, who are providing content knowledge and instructional support to K-12 teachers in schools through university-school partnership programs. The traditional mathematics and science degree programs are programs that prepare mathematicians and scientists, respectively. The graduate students in these programs have content backgrounds and career goals that differ greatly from K-12 mathematics and science pre-service and in-service teachers. There is also paucity of research that compares trained teachers' instructional planning practices with those of scientists and mathematicians in training who are involved in mathematics and science teaching in K-12 schools. Yet, such a knowledge base could be essential in designing outreach programs that would be successful in helping graduate students or scientists and mathematicians acquire desirable instructional planning practices. The assumption is that these graduate students or scientists and mathematicians would translate the desirable instructional planning practices into effective instructional practices in K-12 classrooms, and this in turn would improve the quality of mathematics and science learning among K-12 students. This study explores university mathematics and science graduate students' instructional planning practices for K-12 classrooms. All the participants were serving in a National Science Foundation (NSF)-funded GK-12 project. The GK-12 program is a mathematics and science education outreach program that uses the content knowledge and skills of graduate students and faculty at US universities to improve teaching and learning in schools. The acronym GK-12 is used to mean that the Fellows provide content knowledge and instructional support in classrooms from kindergarten to twelfth grade. (Contains 1 table.)
Technology Integration Enhancing Science: Things Take Time Revisited
Author: Shane, Patricia Mills
Date: 2007-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Faculty Development,Teacher Leadership,Computer Uses in Education,Science Instruction,Environmental Education,Teaching Methods,Inquiry,Student Projects,Cooperative Planning,Teamwork,Mentors,Access to Computers,Information Dissemination,Budgeting

Project TIES (Technology Integration Enhancing Science), a four-year K-8 Technology Literacy Challenge project, combined technology as a tool for teaching and learning with earth and environmental science education. This project provided teachers in two North Carolina school systems with professional development as well as technology equipment and materials during the project years, 1998-2002. These resources enabled teachers to make the transition from traditional classroom methodologies to the use of technology as an imbedded and integral part of teaching and learning. In the TIES project, teachers participated in professional development involving science content, the inquiry process, student-centered projects, and the use of technology as a tool for teaching and learning. Over the course of the project, many TIES teachers assumed leadership roles within their school systems and in state professional organizations, thereby assuring that the expertise and leadership needed to sustain the project for four years resided within the school. One of the goals of the project was to sustain the appropriate use of technologies in classrooms after the project was terminated. The authors were interested in whether the leadership had remained in place and whether these teacher leaders had been able to maintain their gains four years after funding for the project ended. The authors visited the school systems in the original project ending in 2002 again in 2006 to see if this goal of sustainability of the project had been met as well as to see what changes may have occurred in the use of technologies in classrooms since the completion of their original work. A continuing part of the project was the attainment of assured sustainability for the model. This priority was accomplished by way of five strategies. First, TIES implemented a process of collaborative team efforts utilizing the leadership of experienced TIES teachers. Year-1 and Year-2 teachers became mentors for teachers who entered the project in Year 3. Second, experienced teachers assumed leadership roles as they participated in providing professional development sessions in Years 3 and 4. Third, the technology equipment was housed in teachers' classrooms. Fourth, teams of TIES teachers disseminated knowledge gained and lessons learned from the project as they presented TIES at science and technology conferences and at parent and faculty meetings. Finally, participating schools included TIES in their school-based budgets. This article revisits the success of these five long-term sustainability strategies four years after completion of the funding phase of the project.
Science Laboratory Experiences of High School Students across One State in the U.S.: Descriptive Research from the Classroom
Author: Campbell, Todd
Date: 2008-00-00
Type: Journal Articles
Subjects: High Schools,Science Laboratories,Teaching Methods,Science Instruction,Secondary School Science,High School Students,Educational Research,Qualitative Research,Statistical Analysis,Teacher Attitudes,Student Diversity,Socioeconomic Status,Poverty,Interviews,Laboratory Experiments,Questionnaires,Needs Assessment

The National Research Council's (NRC, 2005) publication &quot;America's Lab Report: Investigations in High School Science&quot; provided the impetus for this study. In the NRC report, the experiences of high school students nationally are described along with recommendations for improving and supporting these experiences. Since the NRC report was published and this research project was initiated, science laboratory experiences for students have received still greater prominence in the U.S. as leaders of the National Science Teachers Association (NSTA) testified to the U.S. House of Representatives Subcommittee on Research and Science Education. This research was initiated and conducted in Utah where science education leaders have expressed a commitment to science laboratory experiences aligned to those articulated by leading science organizations. Utah is not unique in its interest in science laboratory experiences for students. Most other states nationally, as well as most nations globally, have long been proponents of science laboratory experiences. While the NRC's (2005) report provides important information about science laboratory experiences occurring in schools nationally and guidance for improving these experiences, the review of the research evidence for synthesizing this report was drawn from the following three strands: (1) cognitive research; (2) research into stand alone labs; and (3) research projects sequencing laboratory experiences within the science instructional unit. Very few research projects have been undertaken on a large scale spanning a significant geographic area to provide an account of the actual experiences of high school students. The science education leaders of Utah recognized the limited amount of data available to describe the actual experiences of high school students, and more specifically, the lack of data available in Utah that could be used to plan supportive initiatives for ensuring the quality of these experiences. This research sought to address this deficiency by employing both quantitative and qualitative methods to illuminate students' experiences in science laboratories, as well as the perceived needs of teachers facilitating them. Just as Utah science education leaders saw this research as the initial step in the process of helping committed science teachers continually improve laboratory experiences, it can also serve to focus and direct other states and nations in appraising and improving their own students' experiences. (Contains 3 tables and 1 figure.)
An Explanatory Framework Detailing the Process and Product of High-Quality Secondary Science Practice
Author: Marshall, Jeff C.
Date: 2008-00-00
Type: Journal Articles
Subjects: Secondary School Science,Science Instruction,Best Practices,Educational Quality,Teacher Effectiveness,Science Teachers,Secondary School Teachers,Teacher Characteristics,Comparative Analysis,Case Studies,Professional Development,Pedagogical Content Knowledge,Teacher Education,Teaching Methods,National Standards,State Standards,Academic Standards,Student Evaluation,Evaluation Methods

Best practice research in secondary science education begins with a noble goal: learn from the excellence of past instruction in order to help mold future instructional practice. On the surface, it seems that all people need to do is find excellent science teachers, find out what they do in the classroom, and recreate this in other classes around the globe. Such a simplistic view of educational practice typically fails because individual differences have been neglected. Seeking to recreate the product that someone else has developed is analogous to teaching to the test. A less myopic, more robust, vision clarifies the conditions by which best practice succeeds. If transformations in teaching practice are achieved by mimicking best practice performances, every participant who attends a National Science Teachers Association (NSTA) conference would be transformed each time they see an exemplary practitioner's presentation--the research tells otherwise. Specifically, professional development experiences need to be personalized and sustained to create significant, lasting classroom improvements. Short professional development experiences can be motivational in the short term but lack sufficient time to be internalized into the curriculum. Tens of billions of dollars are spent each year on improving teacher quality, yet the goal of providing high-quality instruction in each classroom is far from being reached. In fact, test scores are not gaining at a rate that will satisfy either the goal of Science for All Americans--Project 2061, or the tenets of No Child Left Behind (NCLB). So what is working? What is not working? What can be shared globally? In this article, experienced science teachers are compared to Presidential Awardee science teachers in an attempt to explain the process by which high-quality secondary science teaching practice develops. (Contains 8 tables and 4 endnotes.)
Middle School Students' Perceptions of the Instructional Value of Analogies, Summaries and Answering Questions in Life Science
Author: BouJaoude, Saouma
Date: 2008-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,Logical Thinking,Learning Strategies,Science Instruction,Biological Sciences,Foreign Countries

Meaningful learning is the fundamental process that underlies the acquisition of useful information and the construction of new knowledge. By creating meaningful relations, learners are able to organize the information in bigger and more organized chunks of information; an organization that reduces memory overload and increases processing capacity, ultimately improving the ability to remember information and solve problems. There are many strategies that can be used to help students achieve meaningful learning; three of these strategies, called generative learning strategies, are analogies, summaries, and answering questions. Analogies provide a bridge between what is known and what is less known, facilitate conceptual change, assist in conceptual change learning, facilitate understanding of abstract notions, provide visualization of the abstract, provoke students' interest, and may reveal misconceptions in areas already taught. Similarly, summarization has been found to enhance comprehension and recall of passage content and to contribute to comprehension of both content and text organization in second language learning. Oral and written questions stimulate thinking, improve retention of content material, and improve students' achievement. Engaging students in answering or generating thought-provoking questions helps them gain the knowledge and skills necessary for managing their learning, become more successful problem solvers, construct explanations that mediate meaningful learning, describe and relate what they are learning to existing knowledge, and change their alternative conceptions. In summary, generative learning strategies improve the cognitive and non-cognitive outcomes of schooling at all educational levels. Moreover, research has demonstrated that students can generate analogies. Consequently, understanding students' perceptions of the instructional value of generating analogies and summaries and answering questions, as well as their intention to use them in the classroom, are important to investigate because of the assumed link between intention and behavior. Educators who understand students' perceptions of teaching strategies and their readiness to use these strategies can adapt their teaching to take into account these perceptions and intentions. However, currently, there is very limited research that addresses students' perceptions and intentions, especially for students at the middle school level. This study investigates students' perceptions of the effectiveness and utility of generating analogies, summaries, and answering questions in a middle school science classroom and elucidates their intentions to use these strategies in science classrooms and in other subject areas. (Contains 4 tables.)
Developing Teacher Leaders in Science: Catalysts for Improved Science Teaching and Student Learning
Author: Rhoton, Jack
Date: 2008-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Science Teachers,Secondary School Teachers,Middle School Teachers,Secondary School Science,Science Education,Professional Development,Partnerships in Education,College School Cooperation,Pedagogical Content Knowledge,Administrator Role,Program Administration,Academic Standards,Models,Program Effectiveness,Science Achievement,High School Students,Middle School Students

The Reaching for Excellence in Middle and High School Science Teaching and Learning Partnership Project at East Tennessee State University has a long history in the development of teacher leaders. This article describes the professional development model, the challenges addressed, and the impact on both teacher and student learning. (Contains 3 figures and 4 tables.)
Developing Teacher Leaders in Science: Attaining and Sustaining Science Reform
Author: Klentschy, Michael
Date: 2008-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Professional Development,Science Teachers,Science Education,Educational Change,Inservice Teacher Education,Models

An argument is made that teacher leadership at both the system and school level is an important part of the science systemic process intended in science education reform. This article describes the design of such a professional development program, the challenges addressed, and the impact on teacher leaders.
A School District's Adoption of an Elementary Science Curriculum
Author: Lorsbach, Anthony W.
Date: 2008-00-00
Type: Journal Articles
Subjects: Elementary School Science,School Districts,Parent School Relationship,Science Curriculum,Case Studies,Stakeholders,Curriculum Development,Professional Development,Academic Standards

The author describes how case study methods were used to understand the intricacies of curriculum adoption in one school district and the context in which an adoption decision was made. As data collection and interpretation commenced, understanding of the perceptions of the district stakeholders of their process of curriculum adoption became an emerging concern.