ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of the Emotional Stability Seen as a Personal Leadership Quality Using the Acmeological Approach in the Master&apos;s Students
Author: Provorova, Yevheniia M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership Qualities,Leadership Training,Program Effectiveness,Game Based Learning,Simulation,Active Learning,Student Projects,Cooperative Learning,Graduate Students,Student Attitudes,Late Adolescents,Business Administration Education,Emotional Intelligence,Personality Traits,Resilience (Psychology),Conflict Resolution,Crisis Management,Positive Attitudes,Self Management,Foreign Countries

The purpose of this study was to identify how the leadership training programme based on the acmeological approach for the Master's students influences the students' emotional stability and how that programme was perceived by graduates. The study used both qualitative and quantitative methods to yield data. The dimensions of emotional stability such as behavioural self-awareness, communication and conflict management, emotional and behavioural self-efficacy, adaptability, and self-programming of a positive mental attitude were used as variables in the study. Three qualitative and quantitative tools were used in the study. Those were the adapted and modified Emotional Stability Scale in the leadership context, the focus group interview, and the Linguistic Inquiry and Word Count software. The IBM SPSS Statistics (25.0.0.1) was used to compute the yielded data. The study found that the train-the-trainer leadership programme entitled &quot;Crisis-driven Leadership&quot; based on the acmeological approach fostered a statistically significant improvement in the Master's students' emotional stability. Moreover, the graduates perceived the programme positively and could more or less accurately explain how it enhanced their experience. The study upgraded the concept of leadership training by focusing on the development of the students' emotional stability. The latter was trained using the combination of the age psychology and cross-disciplinary games (gamified activities, simulations), online and offline personality-development-purpose learning, a project method, collaborative learning technologies. It increased substantially the effectiveness of both development of the students' emotional stability and leadership training. The study has brought a new psychological perspective to developing emotional stability in the students aged 20-22.
Research Focused on Doctoral-Level Counselor Education: A Scoping Review
Author: Litherland, Gideon
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Research,Scholarship,Doctoral Programs,Counselor Training,Counselor Educators,Supervision,Research Needs,Research Methodology,Periodicals,Standards,Professional Identity,Leadership,Advocacy

The aim of this study was to develop an understanding of the research scholarship focused on doctoral-level counselor education. Using the 2016 Council for Accreditation of Counseling and Related Educational Programs (CACREP) doctoral standards as a frame to understand coverage of the research, we employed a scoping review methodology across four databases: ERIC, GaleOneFile, PsycINFO, and PubMed. Research between 2005 and 2019 was examined which resulted in identification of 39 articles covering at least one of the 2016 CACREP doctoral core areas. Implications for counseling researchers and counselor educators are discussed. This scoping research demonstrates the limited corpus of research on doctoral-level counselor education and highlights the need for future, organized scholarship.
The Pipeline Problem in Doctoral Counselor Education and Supervision
Author: Field, Thomas A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Counselor Training,Doctoral Programs,College Faculty,Counselor Educators,Supervision,Teacher Shortage,Differences,Regional Characteristics,Accreditation (Institutions),Masters Programs

The hiring of new faculty members in counselor education programs can be complicated by the available pool of qualified graduates with doctoral degrees in counselor education and supervision, as required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) for core faculty status. A pipeline problem for faculty hiring may exist in regions with fewer doctoral programs. In this study, the researchers examined whether the number of doctoral programs accredited by CACREP is regionally imbalanced. The researchers used an ex post facto study to analyze differences in the number of doctoral programs among the five regions commonly defined by national counselor education associations and organizations. A large and significant difference was found in the number of CACREP-accredited doctoral programs by region, even when population size was statistically controlled. The Western region had by far the fewest number of doctoral programs. The number of CACREP-accredited master's programs in a state was a large and significant predictor for the number of CACREP-accredited doctoral programs in a state. State population size, state population density, the number of universities per state, and the number of American Psychological Association--accredited counseling psychology programs were not predictors. Demand may surpass supply of doctoral counselor educators in certain regions, resulting in difficulties with hiring new faculty for some CACREP-accredited programs. An analysis of programs currently in the process of applying for CACREP accreditation suggests that this pipeline problem looks likely to continue or even worsen in the near future. Implications for counselor education and supervision are discussed.
Components of a High-Quality Doctoral Program in Counselor Education and Supervision
Author: Preston, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Doctoral Students,Counselor Training,Supervision,Program Effectiveness,Educational Quality,Counselor Educators,Teacher Attitudes,Teacher Student Relationship,Peer Relationship,Institutional Mission,Diversity (Institutional),Alignment (Education),Professional Identity,Inclusion

The doctoral degree in counselor education and supervision is increasingly sought after by students, with the Council for Accreditation of Counseling and Related Educational Programs (CACREP) reporting a 27% enrollment increase in just a 4-year span. As new programs are started and existing programs sustained, administrators and faculty may be seeking guidance in how to build a high-quality program. Yet no literature currently exists for how doctoral counseling faculty define a high-quality program. This study used a basic qualitative research design to examine faculty perceptions of high-quality doctoral programs (N = 15). The authors analyzed data from in-depth interviews with core faculty members at CACREP-accredited doctoral programs. Five themes emerged from the data: relationships, mission alignment, development of a counselor educator identity, inclusiveness of diversity, and Carnegie classification. The findings of this study can be important for faculty and administrators to consider when establishing and maintaining a counselor education and supervision doctoral program.
Academic Stress, Risk Taking Propensity and Internal Locus of Control in Mexican and Bolivian University Entrepreneurs
Author: Núñez Ramírez, Marco Alberto
Date: 2020-00-00
Type: Journal Articles
Subjects: Stress Variables,Risk,Locus of Control,Personality Traits,Student Characteristics,College Students,Latin Americans,Self Employment,Entrepreneurship,Small Businesses,Context Effect,Foreign Countries

Although, the study of the relationship between the University and entrepreneurship has been on the increase, special attention should be given to the subject of University entrepreneurship. In this regard, despite studies have emerged that have tried to differentiate the entrepreneur from who is not, the characterization of this type of entrepreneur is not yet clear. An entrepreneur is an individual that combines, at the same time, University studies with the generation and management of his/her own business. The variables that can help describe the characteristics of this type of entrepreneur can be academic stress, internal locus of control and risk taking propensity. This study used a quantitative, descriptive-comparative and correlational method. Through a sample of 356 University students from Mexico and Bolivia, it was possible to find significant differences between University entrepreneurs (n = 154) and non-entrepreneur students (n = 202). In addition, the results show that entrepreneurs have a lower level of academic stress compared to non-entrepreneurial students, which can be explained by the first group having high levels of internal locus of control and risk taking propensity. This demonstrates the need to study University entrepreneur from his/her own context using a particular approach.
Achievements and Challenges of Autism Support System in Russia: A Multidimensional Stakeholder Survey
Author: Varlamov, Anton A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Foreign Countries,Intervention,Socialization,Parents,Professional Personnel,Attitudes,Access to Health Care,Access to Education,Inclusion,Educational Quality,Geographic Regions,Telecommunications,Distance Education,Regular and Special Education Relationship,Family Needs,Social Support Groups,Social Services,Clinical Diagnosis

Autism spectrum disorder (ASD) is among the most common developmental disorders of great social significance. Adequate intervention can increase socialization of autistic individuals, both increasing their quality of life and decreasing financial burden. Initiatives to introduce modern standards of autism treatment and education in Russia were launched several years ago; unfortunately, there is little information on the perceived problems and barriers, which may hinder further development of autism support system. This paper presents the results of a stakeholder survey including both service receivers (parents of children with ASD) and service providers (professionals working with ASD children) from different regions of Russia. The study reveals that the quality of specialized services related to autism treatment is assessed much higher than the quality of inclusive education and accessibility of general education and other general services available to children and adults with ASD, highlighting the importance of implementing an interdepartmental system providing continuous support to people with ASD and facilitating their inclusion and social integration. The results also show that general attitude to distant diagnostics and education, on par to the estimates of quality of services related to distant education, are lower in non-capital regions, where the need for such services is higher due to lower accessibility of person-to person services. The present study may be of use both for professionals in autism treatment and education, and for the specialists who may encounter persons with autism once in a while, as it brings a detailed estimation of several aspects of autism support both through the eyes of support receivers and providers.
Impact of Out-of-School STEM Activities on STEM Career Choices of Female Students
Author: Donmez, Ismail
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Career Choice,Females,High Achievement,Economically Disadvantaged,Low Income Students,Training,Career Exploration,After School Programs,Vocational Interests,Program Effectiveness,Role Models,Grade 11,High School Students,Foreign Countries,Personality Traits

Purpose: The aim of this research was to analyze change of STEM career choices of female students having different cognitive styles who participated in out-of-school STEM activities. Socio-economically disadvantaged, high academic achiever 20 female students participated in the research. Participants received integrated STEM training for six days and met STEM professionals working in universities and technoparks. Research Methods: The embedded integrated pattern, one of the mixed research methods, was used in the research. Quantitative data consisted of STEM career interest scale, Witkin's hidden figures test and Holland occupational inventory. Interview form was used as qualitative data. Findings: The results of the study showed that the implementation of out-of-school STEM activities contributed to an increase of STEM career interest. It was seen that there was a significant increase in STEM career interests of the independent participants. Field independent students were more interested in STEM fields. After STEM-related activities, 60% of the participants changed their occupational preferences towards STEM fields. STEM role models were found to support students' thinking about their careers and goal development. Implications for Research and Practice: Implementing out of school STEM activities and meeting with STEM professionals will contribute to students' career choice in STEM fields. Understanding the cognitive styles of students will contribute to identifying STEM career interests.
Instructional Accountability in the Turkish Context: A Qualitative Descriptive Analysis
Author: Yenipinar, Senyurt
Date: 2021-00-00
Type: Journal Articles
Subjects: Accountability,Teacher Attitudes,Teacher Responsibility,Teaching Methods,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Professional Autonomy,Creativity,Stakeholders,Principals,Course Objectives,Teacher Effectiveness,Foreign Countries

Purpose: This study aimed at describing what occurs at the implementation of accountability in instruction by analysing the perceptions of the teachers who directly encounter and experience this phenomenon in instructional processes. Research Methods: The data were collected using a phenomenology design, which is a type of qualitative research method through the semi-structured interview questions. The participants were teachers, who had different teaching experience periods in the varying school sizes in the villages, districts, and city centers at pre-school, primary, lower secondary, and upper secondary education levels between October and December in 2017. The data were analysed with content analysis and described with the direct quotations. Findings: At the end of the study, it was revealed that the school stakeholders are not fully aware of instructional accountability and accounting processes do not run in the teachers' working groups, an accountability mechanism is not formed in the Turkish Educational System and focusing on instructional accountability processes make teachers feel anxious for declining their creativity. Implication for Research and Practice: Several suggestions including the enhancement of the stakeholders' accountability awareness in education, the development of the accountability awareness in the teachers' working groups, and forming an accountability mechanism in the Turkish Educational System, were made.
Competencies of Physical Education Teachers for Injury Prevention
Author: Sniras, Sarunas A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Physical Education Teachers,Injuries,Accident Prevention,Gender Differences,Teaching Experience

The main attention in the publication is paid to the competencies of physical education teachers for sport injuries and their prevention. The scientific newness is characterized by the felt lack of scientific works for the analysis of these issues. The sample of the research consisted of 126 physical education teachers (54 women (43 per cent) and 72 men (57 per cent). The teachers were also divided into groups according to the experience of pedagogical work: 57 teachers (45 per cent) had the pedagogical experience of up to 10 years and the pedagogical experience of 69 teachers (55 per cent) exceeded 10 years. For the revelation of this issue, the Questionnaire of the competencies of physical education teachers for injury prevention was used that had been compiled on the basis of scientific literature (Raižiene, 2014; Vercruysse et al., 2016). The data of the research showed most competencies of physical education teachers for sport injuries of students and their prevention differed statistically significantly depending on the gender among teachers and their pedagogical experience. Teachers with the pedagogical experience of up to 10 years state that students encounter injuries during their lessons more often. The direction of further research should be modelling of programs about the competencies in the field of injury prevention.
The Effect of Instruction in Reading Strategies on the Reading Achievement of Learners of French
Author: Aydinbek, Canan
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Achievement,Second Language Learning,Second Language Instruction,Correlation,French,Pretests Posttests,College Second Language Programs,Departments,Reading Tests,Scores,Achievement Gains,Student Attitudes,Undergraduate Students,Teaching Methods,Learning Processes,Reading Attitudes,Reading Motivation,Language Tests,Foreign Countries,Reading Instruction

Purpose: The aim of this study was to analyze the effect of reading strategies instruction on the reading achievement of learners of the French and to identify the views of the participants on the effect of said strategies. Research Methods: To achieve that objective, a one-group pretest-posttest model was used. The participants were 32 Turkish students of the French Language Department in the Faculty of Education at Anadolu University. First, the achievement levels of the participants were measured by a B2-level test, and, during a nine-week period, specific reading strategies were taught. At the end of this period, the same test was administered. Second, a 3-point Likert type questionnaire was administered to 11 volunteer participants to discover their views on the effect of the practice. Findings: According to the results, there is a statistically significant difference between pretest and posttest scores (p [less than or equal to] 0.05). In other words, the learners' achievement scores increased after the reading strategies instruction. According to the results of the questionnaire, 81% of participants reported that the reading strategies improved their reading achievement, and 54% of the participants reported that they would continue employing these strategies after the practice. Implications for Research and Practice: In the future, the effect of reading strategies on reader understanding of varied text types should be analyzed. Furthermore, the reading habits of language learners including reading frequency, attitudes, motivations, and achievement at varied linguistic levels should be investigated in relation to the use of reading strategies. Finally, to make the teaching-learning process more effective, reading strategies should be integrated into reading courses.
Effectiveness of Development of Spatial Thinking in Schoolchildren of Junior Classes by Application of Plane and Spatial Modeling of Geometric Figures in Didactic Games
Author: Totikova, Guldana A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Thinking Skills,Skill Development,Spatial Ability,Visualization,Plane Geometry,Mathematics Instruction,Instructional Effectiveness,Models,Educational Games,Game Based Learning,Elementary School Students,Children,Difficulty Level,Foreign Countries

The use of planar and volumetric geometric figures in the form of didactic games and exercises, the participants in the experiment showed a significant improvement in the results of the level of spatial representation compared with the control group. The methodology of the use of didactic games and exercises with geometric figures showed the statistical significance of differences in students in the control and experimental groups and significantly improved the quality of their knowledge and skills. The study proves that didactic games can be used at different stages of learning, starting with an explanation of new material, its consolidation, repetition, control. Didactic games on plane modeling allow you to fully solve the educational tasks of the lesson, activate mental activity, increase the cognitive interest of students. The technique helps to convey difficult material in an accessible form. We believe that in the process of research, the neurophysiological abilities of mental activity increased, holistically perceive objects, operate with a large number of signs, abstract certain properties of objects of the surrounding world, the ability to represent three-dimensional figures, perform actions with them (Madiyarov et al., 2017).
Effects of Socioeconomic Status and University Learning Experiences on Male and Female Students&apos; Leadership Capacity in Vietnamese Higher Education
Author: Duong, Minh-Quang
Date: 2020-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Student Experience,College Students,Gender Differences,Student Leadership,Capacity Building,Foreign Countries

Little is known about students' leadership capacity in higher education in developing countries such as Vietnam. This research explored gender differences in family socioeconomic status (SES) and university learning experiences in Vietnamese higher education and investigated how family SES and university learning experiences influenced male and female students in terms of leadership capacity. The research was used methods of survey questionnaire and documentation. The data were drawn from a longitudinal sample of 513 fourth-year students across five member universities of Vietnam National University Ho Chi Minh City, Vietnam. They were then analyzed by data processing, displaying, and drawing a conclusion. The research has two findings. The empirical results indicated that first, overall gender differences exist regarding family SES and university experiences of students and female students came from more diverse SES families and university learning experiences compared with their male counterparts. Second, the findings of this research also revealed that both genders were affected by their family SES and university learning experiences as far as leadership capacity was concerned. The results may be attributed to Vietnamese traditions. Its primary contribution comes from the findings on the development of leadership programs, which was confirmed as the main responsibility of Vietnamese universities. The suggestions connoted for university administrators and policymakers are also discussed.