ethanporcaro/eric-fulltext-meta huggingface dataset:
A Phenomenological Investigation of Master's-Level Counselor Research Identity Development Stages
Author: Jorgensen, Maribeth F.
Date: 2015-00-00
Type: Journal Articles
Subjects: Phenomenology,Counselor Training,Counselor Educators,Graduate Students,Self Concept,Research,Student Attitudes,Student Development,Qualitative Research,Focus Groups,Semi Structured Interviews

This study explored counselor research identity, an aspect of professional identity, in master's-level counseling students. Twelve students participated in individual interviews; six of the participants were involved in a focus group interview and visual representation process. The three data sources supported the emergence of five themes. The authors describe the themes in terms of what students contributed to the following three stages of research identity development: stage one, &quot;stagnation&quot;; stage two, &quot;negotiation&quot;; and stage three, &quot;stabilization.&quot; Implications for counselor education programs, counselor educators and counseling students are explored.
Technology in Counselor Education: HIPAA and HITECH as Best Practice
Author: Wilkinson, Tyler
Date: 2015-00-00
Type: Journal Articles
Subjects: Counselor Training,Ethics,Information Technology,Federal Legislation,Best Practices,Standards,Guidelines,Counselor Educators,Health Insurance,Technology Uses in Education,Educational Policy,Educational Practices

The use of technology in counseling is expanding. Ethical use of technology in counseling practice is now a stand-alone section in the 2014 American Counseling Association &quot;Code of Ethics.&quot; The Health Insurance Portability and Accountability Act (HIPAA) and the Health Information Technology for Economic and Clinical Health (HITECH) Act provide a framework for best practices that counselor educators can utilize when incorporating the use of technology into counselor education programs. This article discusses recommended guidelines, standards, and regulations of HIPAA and HITECH that can provide a framework through which counselor educators can work to design policies and procedures to guide the ethical use of technology in programs that prepare and train future counselors.
Learner-Centered Pedagogy: Considerations for Application in a Didactic Course
Author: Moate, Randall M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Centered Curriculum,Teaching Methods,Counselor Training,Counselor Educators,Experiential Learning,Cooperative Learning,Case Studies,Course Descriptions,Reflective Teaching

A learner-centered teaching approach is well known in higher education but has not been fully addressed within counselor education. Instructors who adopt this approach value a collaborative approach to teaching and learning, one that honors students' wisdom and contributions. Teachers create a learning environment encouraging students to actively engage in and take ownership of their learning experiences, an environment inspiring students to think deeply about how they might apply what they are learning to their future practice. It may be particularly challenging for counselor educators to incorporate learner-centered teaching strategies into didactic courses that are traditionally heavy in content versus smaller experiential courses such as practica and internships. In this article, learner-centered teaching is described, and a case study demonstrates how a learner-centered approach may be applied to a traditionally didactic counseling course.
Effect of Participation in Student Success Skills on Prosocial and Bullying Behavior
Author: Mariani, Melissa
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Students,School Districts,Effect Size,Intervention,Learner Engagement,Student Attitudes,Student Behavior,Bullying,Prosocial Behavior,School Counselors,Metacognition,Self Management,Interpersonal Competence,Grade 5,Outcomes of Education,Program Descriptions,Program Effectiveness,Measures (Individuals),Statistical Analysis,Pretests Posttests

This study involved fifth-grade students (N = 336) from one Florida school district and examined prosocial behaviors, bullying behaviors, engagement in school success skills and perceptions of classroom climate between the treatment group who received the school counselor-led Student Success Skills classroom guidance program, and their peer counterparts (comparison group). Statistically significant differences were found (p values ranged from 0.000-0.019), along with partial eta-squared effect sizes ranging from 0.01 (small) to 0.26 (quite large) between groups. Evidence supported the Student Success Skills classroom program as a positive intervention for affecting student engagement, perceptions and behavior.
Critical Thinking in Career Education: The Democratic Importance of Foundational Rationality
Author: Hyslop-Margison, Emery J.
Date: 2004-00-00
Type: Journal Articles
Subjects: Critical Thinking,Career Education,Employment Potential,Epistemology,Problem Solving,Democratic Values,Human Capital,Business,Work Experience,Teaching Methods,Cooperative Learning

This article illustrates how the generic employability skills approach to critical thinking suffers from serious conceptual and epistemological difficulties that impact deleteriously on both its practical effectiveness and democratic appropriateness. Unlike technical skills, employability skills, in this case cognitive capacities such as critical thinking and problem solving, are traditionally presented as not job specific, and are intended to remain broadly applicable across a variety of occupations and professions. The emphasis that career education places on technical rationality in critical thinking violates principles of democratic learning by disregarding the historical context of vocational experience. Within career education, critical thinking conceived as technical rationality refers to means/end reasoning that pursues human capital and business objectives with the maximum possible effectiveness. This article proposes that a more effective, politically empowering, and epistemically coherent approach to critical thinking promotes student understanding of the various forces shaping contemporary vocational experience. Finally, this article proposes a revised critical thinking construct based on foundational rationality to remedy these problems, and offers examples of concrete classroom strategies, such as praxis, problem-posing education and collaborative learning, that protect democratic learning in career education programs.
Comparing Postsecondary Marketing Student Performance on Computer-Based and Handwritten Essay Tests
Author: Truell, Allen D.
Date: 2004-00-00
Type: Journal Articles
Subjects: College Students,Essays,Tests,Computer Assisted Testing,Handwriting,Time,Gender Differences,Grades (Scholastic),Evaluation Methods,Marketing,Business Administration Education,Quasiexperimental Design,Statistical Analysis,Multivariate Analysis

The purpose of this study was to determine if there were differences in postsecondary marketing student performance on essay tests based on test format (i.e., computer-based or handwritten). Specifically, the variables of performance, test completion time, and gender were explored for differences based on essay test format. Results of the study indicate that there was no significant difference in postsecondary marketing student scores based on test format. There was, however, a significant difference in test completion time based on essay format. Postsecondary marketing students completed the computer-based essay test significantly faster than they did the handwritten essay test. Implications for postsecondary marketing educator are also discussed.
The Core Periodicals in Career and Technical Education
Author: Waugh, C. Keith
Date: 2004-00-00
Type: Journal Articles
Subjects: Vocational Education,Periodicals,Interdisciplinary Approach,Research Papers (Students),Doctoral Dissertations,Masters Theses,Citation Analysis,Graduate Students

When constructing the theoretical or conceptual framework for their research, researchers often rely heavily on a &quot;core&quot; set of periodicals within their discipline for articles relevant to their topic. In this study, an analysis of citations in 265 graduate student research papers, theses, and dissertation was conducted to identify the &quot;core&quot; periodicals in career and technical education research. The findings identified the 50 most frequently cited periodicals by the greatest percentage of students, and these 50 titles were then compared to those periodicals identified previously as the journals that are of greatest interest to career and technical educators. Thirteen of the 67 journals of interest were included in the list of 50 titles. The list of core periodicals produced from this study illustrates the interdisciplinary nature of career and technical education research.
The Art and Politics of Peer Review
Author: Rojewski, Jay W.
Date: 2004-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Journal Articles,Faculty Publishing,Scholarship,Guidelines,Criticism,Advocacy,Evaluation Criteria,Feedback (Response),Emotional Response,Conflict of Interest,Politics,Aspiration,Responsibility,Performance Factors

Peer reviewed manuscripts contain a certain level of merit, as they have survived the scrutiny of reviewers who possess some expertise in the relevant area. This article discusses the purpose of reviewing manuscripts for publication in scholarly journals. Various aspects and issues of the peer review process are described, including reviewer responsibilities. Criticisms and concerns associated with the current peer review system are addressed, as well as guidelines for reviewing manuscripts. Finally, recommendations for improving the peer review process are provided. (A list of general guidelines to consider when critiquing manuscripts is included.)
Shared Success: The Challenge of Caring for Today's Health Occupations Educators
Author: Coyle-Rogers, Patricia
Date: 2004-00-00
Type: Journal Articles
Subjects: Health Education,Caring,College Faculty,Teacher Student Relationship,Interaction,Semi Structured Interviews,Nursing Education,Nursing Students,Phenomenology,Teacher Role,Student Role,Qualitative Research,Intuition,Guidance,Personal Autonomy,Risk Assessment,Success,Teacher Attitudes,Teacher Behavior,Student Behavior

The purpose of this study was to describe faculty perceptions of caring interactions in lived experiences between faculty and their registered nurse (RN) students. Data were collected through semi-structured interviews with three college-based nursing faculty, three-diploma nursing program faculty and three hospital-based nurse educators. This study, using a phenomenological approach, uncovered themes related to the perception of faculty and students' role in caring. The themes discovered were: intuitive discovery, supportive guidance, respect; promoting independence, risk-taking, and shared success. Discussion of the themes indicated potential outcome divergence. Also noted were differences in what students and educators believe to be caring behaviors related to independence and rescue strategies. Health occupations educators, regardless of program design and outcome, are encouraged to use these findings to better understand role perceptions by students.
Factors Influencing Enrollment in an Urban Agricultural Education Program
Author: Esters, Levon T.
Date: 2004-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Graduate Surveys,High School Graduates,Urban Schools,Agricultural Education,Parent Role,Mothers,Student Experience,Student Recruitment,Student Interests,Animals,Occupational Aspiration,Questionnaires,Demography,Influences

The purpose of this study was to identify factors influencing students to enroll in an urban agricultural education program. Former students' in the study indicated parents and/or guardians as the individuals most influencing their decision to enroll in an urban agricultural education program. However, former students' indicated their mother or female guardian as having more influence than the father or male guardian. Former students also indicated events and experiences focused around several themes influencing their decision to enroll in an urban agricultural education program. However, recruitment activities, interest in animals, agricultural career aspirations, and parents accounted for more than 50% of the events and experiences. Thus, for the participants in this study, it was concluded that there were several factors influencing their decision to enroll in an urban agricultural education program.
Math Course Taking for CTE Concentrators: Evidence from Three Studies of the Impact of a Decade of Education Reform
Author: Stone, James R., III.
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Change,Course Selection (Students),Mathematics Instruction,Educational Legislation,Vocational Education,Federal Legislation,Technical Education,Career Education,Skill Development,Labor Force Development,Job Skills,National Surveys,Probability,Interviews,Longitudinal Studies,High School Graduates,Student Records,High School Students,High Schools

This paper presents an argument supported by evidence that the positive effects of education reform legislation take time to accumulate, and, given time, have the power to bring about improvement. Specifically, the course-taking patterns in mathematics of CTE students in the years following the 1990 Perkins II Act and 1994 School-to- Work Opportunities Act clearly show that these students are taking part in an increasing number of higher mathematics courses, while at the same time decreasing the number of lower-level math courses taken (Levesque, 2003). These trends have developed over a number of years, accentuating the necessity of allowing for the passage of time before evaluating whether a particular reform movement has been successful.
The Delphi Technique: A Research Strategy for Career and Technical Education
Author: Stitt-Gohdes, Wanda L.
Date: 2004-00-00
Type: Journal Articles
Subjects: Delphi Technique,Research Methodology,Educational Practices,Career Education,Technical Education,Research Design,Educational History,Robustness (Statistics),Program Implementation,Selection Criteria,Use Studies,Evaluation Methods,Evaluation Research

Career and technical education research often centers around quantitative research designs. The Delphi Technique provides a structured communication process designed to produce a detailed examination of a topic and/or problem and discussion from the participating group. The contributions of individuals via this tool produce a group perspective not otherwise attainable. This paper provides the foundations of the Delphi Technique, discusses its strengths and weaknesses, explains the use and stages followed, discusses panel selection, and explains how consensus among participants is reached. Examples of how the Delphi Technique has been used in career and technical education are also included.
Does School-to-Work Matter? Teachers' Implementation of School-Based and Work-Based Activities
Author: Yan, Wenfan
Date: 2004-00-00
Type: Journal Articles
Subjects: Career Education,School Districts,Teacher Attitudes,Program Effectiveness,Program Implementation,Education Work Relationship,Teaching Methods,Learning Activities,Federal Legislation,Educational Legislation,Statistical Analysis,Questionnaires,Teacher Characteristics,School Role,Job Skills,Public School Teachers,Teacher Surveys

Although the success of School reforms such as the School-to-Work Opportunities Act (STWOA) hinges on classroom teachers' implementation of career-related activities, few quantitative studies have examined teachers' implementation practices in STW programs. In this study, classroom teachers involved in a STW partnership in a Southwestern Pennsylvania school district were surveyed to determine the extent that they integrated school-based and work-based activities into their curriculum. The attitudes of teachers in the district were also examined in terms of their perceptions of the value of school-to-work and the benefits of the STW program for students. Analysis of the data indicated that teachers had favorable attitudes toward STW and the reform goals of the STW initiative. However, teachers' implementation of career-related activities on average was low. Teachers were more likely to implement school-based activities than work-based activities. Significant differences were found among the STW implementation practices of teachers of various grade levels.
The Role of National Industry-Based Skill Standards in the Development, Implementation, and Assessment of Community College Curriculum
Author: Aragon, Steven R.
Date: 2005-00-00
Type: Journal Articles
Subjects: Role,Industry,Community Colleges,Standards,Deans,Administrator Attitudes,Agricultural Education,Career Education,Technical Education,Information Technology,Manufacturing,Allied Health Occupations Education,Hospitality Occupations,Consumer Science,Motor Vehicles,Construction Industry,Graphic Arts,Questionnaires,Evaluation Methods,Student Evaluation,Credentials

Using a descriptive survey design, a nationally representative sample of community college career and technical deans were asked to complete a questionnaire that assessed awareness and implementation of industry-based skill standards. For those institutions implementing industry-based skill standards, the questionnaire sought additional information on assessment and credentialing practices. Data were collected across 10 CTE program areas including agriculture; construction/trade; automotive, commercial mechanic, and commercial driver's license; family and consumer sciences; graphic arts; health occupations; hospitality and hotel management; manufacturing; industrial; and business, administrative, and information technology.
A Retention Study of Career-Based Intervention Teachers in Ohio
Author: Zirkle, Chris
Date: 2005-00-00
Type: Journal Articles
Subjects: Teacher Persistence,Intervention,Surveys,At Risk Students,Dropout Prevention,Middle School Students,High School Students,Career Development,Vocational Education,Teacher Education Programs,Teacher Certification,Teacher Qualifications,Graduates,Career Change,Questionnaires,Teacher Characteristics,Program Effectiveness,Employment Level,Job Satisfaction,Teacher Attitudes

Teacher retention has been of interest to educational researchers for over three decades. Various reasons for teacher attrition have been cited, including student discipline and motivation problems, working conditions, low salary, and a lack of administrator support. This descriptive survey research sought to determine the present status of completers of a career-technical/vocational education teacher licensure endorsement program in Career-Based Intervention at a state-supported university. Career-Based Intervention programs are designed for middle/high school students at-risk for dropping out of school, and seek to provide work-based learning coupled with academic instruction to allow students to develop employability skills and acquire appropriate academic knowledge to graduate from high school. The study sought to determine if teachers completing the licensure endorsement program were still teaching in Career-Based Intervention programs, why they may have left, and to obtain their perceptions of the preparation program's effectiveness in working with the student population in Career-Based Intervention programs.
The Neglected Majority--Revisited
Author: Stone, James R., III
Date: 2005-00-00
Type: Journal Articles
Subjects: Vocational Education,Educational Legislation,Federal Legislation,Skilled Occupations,Job Skills,Secondary School Curriculum,Skill Development,Educational Change,Integrated Curriculum,Communities of Practice,Career Education,Labor Force Development,Postsecondary Education,Program Implementation,Professional Development

nation moves into the 6th year of the No Child Left Behind (NCLB) school reform era. The demand for skilled labor in many occupational sectors is strong and growing. Studies have shown CTE helps increase students outcomes and achievements. This ought to be good news for CTE. However, due in large part to NCLB, secondary CTE is increasingly under pressure as schools try to address the perceived education gaps by adding more academic courses to the school day squeezing out time for electives and especially CTE. How should CTE professionals best respond to these pressures? A possible road to success is to embrace change and position CTE as a means for helping achieve the goals of high school. In this paper, I examine how high quality CTE can benefit students directly and provide a framework for addressing larger school reform issues.
Earning Industry-Recognized Credentials in High School: Exploring Research and Policy Issues
Author: Castellano, Marisa
Date: 2005-00-00
Type: Journal Articles
Subjects: High School Students,Credentials,Educational Research,Educational Policy,Job Skills,Accountability,Career Education,Technical Education,Educational Quality,Outcomes of Education,Program Effectiveness,Longitudinal Studies,Outcome Measures,Program Costs,Student Participation,Data Collection,Student Certification,Academic Standards,Teacher Attitudes,Student Attitudes,Administrator Attitudes,Employer Attitudes,Web Sites,Comparative Analysis,Content Analysis,Position Papers,Interviews,Value Judgment,Educational Practices,Career Readiness,Educational Legislation,Federal Legislation

As states develop accountability systems for their high school career and technical education (CTE) programs, the number of students who earn industry-recognized credentials is being considered as a measure of student success and program quality. Using data from a longitudinal study we explored the value of industry-recognized credentials for high school students, and the utility of these credentials as a measure of secondary CTE program quality. We found that teachers and administrators were concerned about the costs of maintaining these programs, and about the cost to students to take the certification exams. We found that few students were earning industry-recognized credentials at these schools, but those who were tended to have a solid career plan. However, the most important finding was the difficulty collecting data, because high schools were not required to record data on students earning industry-recognized credentials. As such, this study is an initial exploration into issues that arise when conducting research or considering policy on industry certification in high school. Recommendations for future research and for CTE accountability policy are provided.