ethanporcaro/eric-fulltext-meta huggingface dataset:
Multicultural Competence and the Working Alliance as Predictors of Client Outcomes
Author: Gonzalez, Jessica
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Competence,Counselors,Counselor Client Relationship,Counselor Characteristics,Graduate Students,Measures (Individuals),Social Desirability,Counseling Effectiveness,Client Characteristics (Human Services),Counselor Attitudes

Exploring client outcomes is a primary goal for counselors; however, gaps in empirical research exist related to the relationship between client outcomes, the working alliance, and counselor characteristics. Thus, the purpose of this investigation was to explore the relationship between the effects of multicultural competence and the working alliance on client outcomes from both client (n = 119) and counselor-in-training (n = 72) perspectives, while controlling for social desirability. Hierarchical regression results indicated counselors-in-training's perceptions of multicultural competence and client outcome pretest scores were a significant predictor of client outcomes, after controlling for social desirability. Linear mixed effects modeling indicated significant differences in perceptions between both clients and counselors on the working alliance and multicultural competence. Findings highlight the importance of exploring what has already been working for clients before coming to counseling. Additionally, counselors are encouraged to self-reflect and explore how their clients view the relationship between the working alliance and multicultural competence.
Learning Styles in the Context of Reasoning and Problem Solving Ability: An Approach Based on Multivariate Analysis of Variance
Author: Bhat, Mehraj A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Style,Logical Thinking,Problem Solving,Thinking Skills,High School Students,Foreign Countries,Measures (Individuals)

Reasoning and problem solving skills are not just for researchers; they are also progressively significant for making knowledgeable decisions in our everyday lives. Showing variations in learning styles have any influence on these skills? The current state of research address the learning styles in context of reasoning and problem solving ability. High school students (598) completed the reasoning ability test, problem solving ability test and learning style inventory. SPSS software was used for evaluating data obtained from three measurement tools. The entire three tools were validated through different techniques and found significant and acceptable. The data was analysed by using MANOVA and Scheffe's post hoc test. The results indicated that participants showed variations in reasoning and problem solving ability while using learning styles. Moreover, students having assimilating and diverging learning styles possess better reasoning and problem solving ability skills. The results of this research will contribute to the literature of learning styles and cognitive abilities, as well as provide a wide range of implications for class room teachers, curriculum developers, researchers and educational planners.
Evaluating the Impact of Strategic Planning in Higher Education
Author: Immordino, Kathleen M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Strategic Planning,Educational Planning,Higher Education,Program Effectiveness,Universities,Institutional Mission,Educational Objectives,Program Implementation,Leadership,Accountability,Barriers

Strategic planning can be broadly defined as a process used by organizations to define strategy and provide direction regarding future decisions. Grounded in the organization's mission and vision, it is widely recognized as fundamental to an organization's success over time. A growing number of higher education institutions are incorporating strategic planning processes at the institution-wide level, or for individual schools or programs. While there are multiple models of strategic planning, many of which include a periodic review of the resulting goals and objectives, there are few, if any, assessments of the impact of the process itself. This study of one intentional model for strategic planning at State University indicates that the program has been successful not only in assisting departments and programs in developing mission and vision statements, organizational goals, and action plans, but also in disseminating organizational information, promoting participation, incorporating new members, and heightening awareness of strengths and opportunities for improvement.
Educational Planning: The Ethics of Compromise
Author: Nir, Adam E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Planning,Educational Policy,Ethics,Evaluative Thinking,Long Range Planning,Foreign Countries

This manuscript focuses on ethics in educational policy planning. Specifically, it raises the question of how policy plan analysis may indicate for planners' ethics in considering that educational planners operate in an environment characterized by a variety of contradicting interests making compromises essential. The manuscript, which offers criteria that may be employed to assess and classify compromises, argues that different types of compromises may serve as proxies for planners' ethics. However, although the evaluation of compromises may produce valuable information, it is important to acknowledge that plans do not reflect the unique circumstances which existed while planning processes were performed. In this sense, an external assessment of planners' ethical conduct is limited. Therefore, it is concluded that much depends on planners' ethical and professional judgment and ability to maintain a conscientious balance between various considerations and expectations so that the compromises made will be less likely to produce paradoxical plans limiting educational development and progression.
Comparison of the Effectiveness of CBT Group Counseling with Passive vs Active Music Therapy to Reduce Millennials Academic Anxiety
Author: Situmorang, Dominikus David Biondi
Date: 2018-00-00
Type: Journal Articles
Subjects: Cognitive Restructuring,Behavior Modification,Group Counseling,Counseling Effectiveness,Music Therapy,Anxiety,Undergraduate Students,Counseling Techniques

The purpose of this research is to know the effectiveness of counseling group implementation of cognitive behavior therapy (CBT) approach with passive and active music therapy technique in reducing academic anxiety millennials students. This study used quasi-experimental design with repeated measures (pretest, posttest, and follow-up). Group counseling was conducted for 5 meetings (@ 100 minutes), and follow-up was performed after 2 weeks of treatment. Research subjects used in this study are 14 millennials generation millennials students divided into two groups. The results showed that during pretest vs. posttest, CBT group counseling with passive was more effective for reducing academic anxiety compared to active music therapy. In pretest vs follow-up, active was more effective for reducing academic anxiety compared with passive music therapy. Furthermore, posttest vs. follow-up, active was more effective for reducing academic anxiety compared with passive music therapy with an increased academic anxiety after two weeks of treatment.
Planning Classroom Design and Layout to Increase Pedagogical Options for Secondary Teachers
Author: Ford, Angel
Date: 2016-00-00
Type: Journal Articles
Subjects: Classroom Design,High School Teachers,Classroom Environment,Instruction,Student Needs,Educational Research,Teaching Methods,Educational Facilities

The places where high school teachers teach have a relationship with what and how their students learn. Certain aspects of the physical environment have been examined for decades, such as those that affect basic physiological needs including but not limited to climate control, air quality, appropriate lighting, and cleanliness. In addition to these needs, it is important to examine learning spaces in light of the changing pedagogies that teachers are being encouraged to employ with this current generation of students. Pedagogies are continually being added to and adapted; however, improvements in the physical environment are not always considered components of these curriculum adjustments. Without the proper facilities, teachers are limited in the pedagogical techniques they can utilize. As teachers are being required to differentiate teaching strategies, they need to be provided with the appropriate resources, including the most effective physical environments and classroom layouts and the training to use those spaces effectively. Continued studies are necessary to elucidate evidence for those aspects of the physical learning environment that are most effective for aiding in 21st century learning.
Barriers to Antenatal Care Use, Child Birth Experience and Level of Education on Actual Attendance among Pregnant Women
Author: Oyinlola, O.A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Pregnancy,Females,Prenatal Care,Barriers,Access to Health Care,Foreign Countries,Hospitals,Probability,Cultural Influences,Educational Attainment

Despite the wide spread awareness regarding the need to improve maternal health, maternal mortality remains a great concern in Nigeria. Consequently, the importance of medical attention required in the care of pregnant women cannot be over emphasised. This study investigates the influence of barriers to attending antenatal care among pregnant women in Ibadan. Using a survey method, a total of 114 pregnant women were purposively selected from Akinyele Local Government Area of Ibadan.Data were analyzed using descriptive statistics, t- test and one way analysis of variance at 0.05 level of significance. Three hypotheses were tested. Results revealed that pregnant women who had more barriers (N = 54, mean = 4.5) were less likely to attend antenatal care than women who had fewer barriers (N = 60, mean = 5.6). Pregnant women who had no children (nulliparous) attended antenatal care more than pregnant women who have had at least one child (multiparous) (t (112) = 1.2 p&lt; 0.05).Thus, barriers should be reduced by making antenatal care mobile and health care givers should be re- trained to develop more positive attitude towards better service delivery especially to pregnant women during antenatal period.
Teaching Communicate with Adolescents to Mothers and Emotion Regulation on Adolescents&apos; Stress and Depression
Author: Ashkani, Zahra
Date: 2018-00-00
Type: Journal Articles
Subjects: Communication Skills,Parent Child Relationship,Emotional Response,Self Control,Adolescents,Stress Management,Depression (Psychology),Mothers,Program Effectiveness,Foreign Countries,Conflict Resolution

The purpose of this study was to determine the effectiveness of teaching communicate with adolescents to their mothers and the methods of emotion regulation to adolescents on reducing stress and depression in adolescents of Eshkanan city. This study was a quasi-experimental research. The statistical population of this study consisted of students and their mothers. Sampling was performed by available sampling method and 40 mothers and 40 girls entered in study and replaced in two experimental (n = 20) and control (n =20) groups. The research instruments were adolescent depression (2000), the adolescent stress (2000), and questionnaires. The data was analyzed by descriptive and inferential statistics. The mean and standard deviation of the descriptive statistics, statistical analysis using SPSS and repeated measures analysis of inferential statistics were used to examine the hypotheses. The results showed that teaching communicate with adolescents to mothers and teaching the methods of emotion regulation to the adolescents were effective on reducing adolescents stress and depression during the time.
Academic Dishonesty: An International Student Perspective
Author: Simpson, Denise
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Cheating,Student Attitudes,College Students,School Policy,College Faculty,Teacher Attitudes,Administrator Attitudes,Integrity,Ethics,Plagiarism,Student Adjustment,Cultural Differences,Writing Difficulties,Academic Language,Educational Environment

Academic dishonesty is a long-standing issue for faculty and administrators, yet the concern over dishonesty among international students is growing. With the changing demographics of higher education, faculty and administrators must revisit how campus policies and procedures serve all students' needs, but especially international students, as it relates to academic dishonesty. This article explores academic dishonesty from an international student context and provides suggestions for facilitating a campus culture of academic integrity.
Addressing College Access and Success Gaps in Traditionally Underrepresented Populations: The North Carolina Early College High School Model
Author: Roughton, Dean
Date: 2016-00-00
Type: Journal Articles
Subjects: Dual Enrollment,Disproportionate Representation,Low Income,First Generation College Students,Achievement Gap,Access to Education,Academic Achievement,College Preparation,Minority Group Students,At Risk Students,College Readiness,Time to Degree,Community Colleges,Partnerships in Education,State Aid,Salaries

The push for increased democratization of higher education in the United States coupled with the rising costs of college have led many institutions to turn to dual enrollment models as a means to increase access for students. Most states now allow qualifying high school students to take college courses free, or at a reduced rate, while still enrolled in secondary education, saving students and their families tens of thousands of dollars. Increased access, however, has not necessarily led to increased student success in terms of academic achievement and completion rates, especially among students from traditionally underrepresented populations. Racial and ethnic minorities, first-generation students, and students from low socio-economic status (SES) families continue to have lower than average college completion rates. One dual enrollment model, the early college high school, focuses specifically on these groups in an effort to improve academic performance both at the high school and college levels. The North Carolina early college model, in particular, has demonstrated effectiveness in improving high school graduation rates and college readiness among traditionally underrepresented populations.
Serendipitous Educational Planning: Expeditiously Applying Effective Change Zone (ECZ) Mindset Concepts
Author: Polka, Walter S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Planning,Educational Change,Universities,Curriculum Development,Curriculum Implementation,Educational Opportunities,Needs Assessment,Organizational Development

&quot;Opportunities are like sunrises. If you wait too long, you miss them. (William Arthur Ward)&quot; The purpose of this article is to facilitate comprehension of key conceptual framework components of serendipitous educational planning using a practical example that was successfully implemented in 2015, replicated in 2016, and scheduled for 2017 at Niagara University in Western New York, USA. Serendipitous educational planning is based on the premise that individuals engaged in developing and implementing curriculum, programs, courses, and related educational activities need to have a &quot;default planning paradigm&quot; that they can readily apply if unexpected opportunities present themselves that are beneficial to the administration, faculty, and students of their respective organizations. The &quot;default planning paradigm&quot; henceforth known in this article as &quot;serendipitous educational planning&quot; implies a conceptual mindset that is always ready to efficiently and effectively incorporate new ideas from the ever-changing context into educational opportunities for faculty and students. This mindset is predicated on the Effective Change Zone (ECZ) conceptual framework that focuses on the human side of change and includes the following three key dimensions: organizational needs, social-professional needs, and personal needs.
Building Institutional Capacity for College Access and Success: Implications for Enrollment Management
Author: Pulliam, Nicole
Date: 2016-00-00
Type: Journal Articles
Subjects: Access to Education,Capacity Building,Enrollment Management,School Holding Power,Disproportionate Representation,College Students,Colleges,College Admission,Learner Engagement,Student Financial Aid,Outreach Programs,Remedial Instruction

Postsecondary educational institutions are most recently aware of large demographic shifts in the traditional age population of college-bound students as it flat lines by 2025. However, this prestige traditional age student market is drastically diminishing in number, which has necessitated in college and universities looking to other traditional-age populations across the marketplace of students to maintain enrollments as private universities or to serve the public workforce needs as a state-supported institution. Emerging populations that have been heavily recruited include historically underrepresented populations of low-income, first-generation, and additional minority groups. Colleges and universities have struggled to not only connect with these students in admissions efforts, but to retain them as they persist towards graduation. This paper will address how colleges and universities can address the enrollment management challenges with historically underrepresented student populations through a campus-wide capacity building approach. Implications from the cultural, economic, and academic achievement gaps will be addressed to inform strategies and initiatives for college student access and success.
&quot;We Are a Ghost in the Class&quot;: First Year International Students&apos; Experiences in the Global Contact Zone
Author: Freeman, Keri
Date: 2019-00-00
Type: Journal Articles
Subjects: College Freshmen,Foreign Students,Student Experience,Self Concept,Inclusion,Academic Ability,Literacy,Foreign Countries

This article draws on data collected during case studies involving six undergraduate international students. It uses the academic literacies framework to examine how international students (re)negotiate their student identities. Based on the concept that Australian university classrooms are global educational contact zones, the study reinforces the urgent need to shift from existing narratives that focus on international students' perceived language and literacy deficits. Participants demonstrated positive student identities by successfully mediating disciplinary requirements. However, their transition was hindered due to insufficient opportunities for meaningful classroom interactions and lack of academic instruction and feedback. The findings suggest teachers are in the best position to address this gap through classroom pedagogies that accommodate learners from diverse backgrounds and facilitate inclusive learning environments.
The Effects of Linguistic and Demographic Features of Chinese International Students on Placement Test Levels in Higher Education: Logistic Regression
Author: Park, Eunjeong
Date: 2019-00-00
Type: Journal Articles
Subjects: Asians,Foreign Students,Essay Tests,Student Placement,College Readiness,High Stakes Tests,Prediction,Institutional Characteristics,Writing Skills,Writing Improvement,Language Proficiency,English (Second Language),Second Language Learning,College Students,Discourse Analysis,Academic Language,Vocabulary Skills,Gender Differences,Evaluators,Writing Evaluation

Higher education institutions in the United States provide placement essay tests to ensure international students' readiness for college courses. The high-stakes nature of placement tests makes educators and researchers seek significant components of differentiating levels of placement tests. This study investigated the prediction of two levels (i.e., low vs. intermediate) of 411 placement test essays written by Chinese international students and examined the influence of linguistic and demographic features on placement test levels through logistic regression. The results showed that the type-token ratio, tokens, college type, and graduate status were significant indicators to differentiate students' placement test essays. However, several demographic features were not statistically significant. The results may shed light on improving writing skills of Chinese international students who scored intermediate or low in the placement tests.
Prevalence and Correlates of Depressive Symptoms among International Students: Implications for University Support Offices
Author: Shadowen, Noel L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Depression (Psychology),Correlation,Incidence,Foreign Students,College Students,Mental Health,Student Needs,Language Fluency,English (Second Language),Acculturation,Social Discrimination,Social Support Groups,Symptoms (Individual Disorders),Measures (Individuals),Anxiety

International students often experience significant challenges and difficulties adjusting to their new campus and university environment abroad. As a result, understanding the unique needs of these students has become an important priority for many university administrators and mental health professionals amid growing health concerns faced by members of this community. This study examines the prevalence and correlates of depressive symptoms in a sample of international students enrolled in a mid-size U.S. university. A hierarchical multiple regression model revealed that poor English fluency, increased acculturative stress, and perceived discrimination were associated with higher levels of depressive symptoms, whereas increased social support was associated with lower levels of depressive symptoms. Implications for university administration and support services are discussed.
Helping International Master&apos;s Students Navigate Dissertation Supervision: Research-Informed Discussion and Awareness-Raising Activities
Author: Harwood, Nigel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Foreign Students,Masters Programs,Doctoral Dissertations,Supervision,Workshops,Learning Activities,Feedback (Response),Supervisor Supervisee Relationship,Interpersonal Communication,Social Networks,Student Attitudes,Communication Problems

Drawing on a longitudinal case study of supervisees' and supervisors' experiences of master's dissertation supervision in a U.K. university, we identify prominent themes and use excerpts from our data to design pedagogic activities to use in workshops with staff and students focused on supervisory practice. The activities ask workshop attendees to consider experiential supervisory narratives involving students' social networks, problems interpreting supervisors' feedback, problems with differing supervisor- supervisee role expectations, and problems with supervisor-supervisee miscommunication. Each scenario is followed by our literature-informed commentary. We argue that these empirically informed, grounded awareness-raising activities will alert supervisors and supervisees to common problems experienced during supervisory journeys, and will encourage them to consider their own supervisory expectations and practices more deeply.