ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Implementation of the American School Counselor Association National Model and Secondary School Counselor Burnout
Author: Camelford, Kellie Giorgio
Date: 2017-00-00
Type: Journal Articles
Subjects: School Counselors,Secondary Schools,Correlation,Burnout,Models,National Standards,Surveys,Emotional Response,Counselor Role,Best Practices,Measures (Individuals),Statistical Analysis

The purpose of this study was to examine the relationships between the implementation of the American School Counselor Association (ASCA) National Model and burnout in secondary school counselors who were ASCA members (n = 494). An inverse relationship was discovered between implementation and burnout based on survey results. Results indicated that secondary school counselors had high levels of emotional exhaustion, depersonalization, and personal accomplishment; and were in a developmental phase of implementing the ASCA National Model.
Professional School Counselors&apos; Advocacy: Mandated Testing and Other Inappropriate Roles and How to Advocate for Change
Author: McGahey, James Todd
Date: 2017-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Testing,High Stakes Tests,Advocacy,Educational Change,Mental Health,Barriers

This paper examines many roles that are assigned to the professional school counselor. It examines those roles, their appropriateness and origin as related to the school counselor. It identifies appropriate professional school counselor roles and then suggest strategies for advocating for these roles. It also examines specific the counselor's role in mandated testing, suggesting testing's negative effects on the school population.
Cyberbullying and the Law: Implications for Professional School Counselor
Author: Crawford, Sherrionda
Date: 2017-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,School Counselors,Counselor Role,State Legislation,Federal Legislation

Cyberbullying or the use of technology to intimidate, harass, or bully has become increasingly problematic. School Counselors are in a unique position to provide prevention and intervention services concerning acts of cyberbullying, however varying state laws and confusing legal language has created ambiguity regarding the &quot;reach&quot; and legal responsibility of schools. A clear definition of cyberbullying, an explanation of state and federal laws, and implications for school counselors will be discussed.
College and Career Counseling in Rural Schools: A Review of the Literature
Author: Arrastia-Chisholm, Meagan Caridad
Date: 2017-00-00
Type: Journal Articles
Subjects: Rural Areas,Rural Schools,Counseling Services,Career Counseling,School Counselors,School Counseling,Rural Education,Mental Health,Leadership Role,Counselor Training,Career Development,College Readiness,High School Students,High School Graduates,College Bound Students,College Preparation,Literature Reviews

The recent legislation calls for attention to be given to rural education. Although the minority of the Georgia population lives in rural areas, school counselors play many roles in the lives of students in rural areas due to limited resources. This review summarizes the current literature on strategies utilized by school counselors in rural schools. Implications for practice and future research to assist rural Georgia school counselors are discussed.
A School Counselor&apos;s Guide to Promoting a Culture of Academic Success
Author: Perry, Meitra L.
Date: 2017-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,School Culture,Success,At Risk Students,Intervention,Graduation Rate,Dropout Prevention,Minority Group Students,Nontraditional Education,Community Programs,School Counseling,Barriers,Class Activities,Small Group Instruction,Student Needs,Counseling Techniques,High School Students

Graduation rates are affected by several factors in which school counselors are not always aware of. Current research highlights several demographics at a higher risk for dropping out of high school including low socioeconomic status, African-Americans, Hispanics, teen pregnancy and students whose parents dropped out of high school. This manuscript is intended to recognize community-based and school-based intervention programs to increase graduation rates as a whole and ways to advocate for these students. Further, the manuscript will provide important research in regards to additional risk factors to target students through a comprehensive school counseling program.
Teenage Social Relationships: Effect on Social Adjustment
Author: Wyche, Yolandria
Date: 2017-00-00
Type: Journal Articles
Subjects: Adolescents,High School Students,Females,Peer Relationship,Peer Acceptance,Social Isolation,School Counseling,Group Counseling,Interpersonal Competence,Self Concept,Individual Development,Student Surveys,Pretests Posttests,Intervention,Outcomes of Treatment

High school female students often have challenges transitioning to high school. There are many possible obstacles that exist but some female students may experience difficulties with maintaining interpersonal relationship with their female peers. It is very common for high school settings to have various types of social cliques that exist. In some instance it is difficult for female students to gain acceptance within these particular social groups. This challenge leaves some female students feeling socially isolated and can have various effects. For some students the idea of being popular or part of the &quot;in crowd&quot; is paramount. The inability to successfully develop healthy peer relationships can also involve instances of relational aggression. Professional school counselors can work to address these areas of concern through the development of small group counseling with strategic goals for the female students. Overall, the goal is to help the high school female students improve their overall self-concept and improve peer relationships.
The Relationship between Anger Management Techniques and Discipline Reports
Author: Brooks, LaTorea
Date: 2017-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Aggression,Bullying,Self Control,Self Management,Grade 2,Grade 3,Grade 4,Discipline,Positive Behavior Supports,Group Counseling,Program Effectiveness,Comparative Analysis,Cohort Analysis,Questionnaires,Intervention

The purpose of this study was to target students who show aggressive and bullying behavior due to a lack of anger management and self-control skills. Two groups of boys in grades 2-4 participated in anger managements groups that either followed an anger management curriculum or followed the anger management curriculum plus breathing techniques. The study found that the boys in the anger management plus breathing techniques group, in general, showed an increase in anger control and a decrease in discipline reports.
Developing Translingual Disposition through a Writing Theory Cartoon Assignment
Author: Wang, Xiqiao
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Instruction,Multilingualism,Writing Assignments,Cartoons,Basic Writing,Theories,Metalinguistics,Foreign Students,Bilingual Students,Chinese,English,College Students

This article explores the pedagogical implications of translingualism by offering writing theory cartoon as a pedagogical tool to support basic writers' development of translingual dispositions. In a curriculum that challenges the supremacy of standard English over other languages and modalities, this assignment supports basic, multilingual writers' representation of and inquiry into their own language practices. Drawing on analysis of interviews, student-generated writing theory cartoons, and written reflections, I discuss how such a pedagogical approach shifts our attention away from textual evidence of translanguaging to surfacing basic writers' struggles and triumphs in negotiating linguistic, rhetorical and cultural differences, thereby complicating our understanding of translingualism.
Fact and Theory and Value Judgment: What &quot;They Say/We Say&quot; of Basic Writing&apos;s Unhedged Good
Author: Kraemer, Don J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Basic Writing,Writing Instruction,Academic Discourse,Remedial Instruction,Writing Across the Curriculum,Critical Reading,Writing (Composition),Writing Assignments

This article uses Zak Lancaster's 2016 discovery that academics do not actually write the way &quot;They Say/I Say&quot; says they do to reflect on relations between, on the one hand, facts about academic writing and, on the other, the pedagogical values that underlie and guide those facts--or, put another way, to reflect on how values we may espouse relate to the facts of actual practice. What implications for how we teach Basic Writing follow from the facts of how academics write? I argue that what &quot;follows&quot; is deliberative, not deductive: although value-laden practice may emerge from and relate to certain facts, such practice is not necessarily entailed by those facts. Some discussion of is/ought relations helps explain this argument, i.e., that how things go is not always how they should. This argument also points, then, toward the good that Basic Writing should promote.
Cultivating Places and People at the Center: Cross-Pollinating Literacies on a Rural Campus
Author: Pfrenger, Wendy
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Skills,Writing Skills,Literacy Education,College Students,Extracurricular Activities,Self Esteem,Multiple Literacies,Writing Instruction,Teaching Methods,Writing (Composition),Laboratories,Rural Schools,Consultants,Tutors

Students in rural communities often describe themselves as unsuccessful readers and writers in a university context, yet off-campus their literacy lives may be avidly experienced and richly valued. This article investigates the layered literacies of student clients and writing center consultants on a rural, regional campus in an Appalachian county of Ohio with particular attention to the dissonance between students' success in extracurricular contexts and their perceived inadequacies in academic contexts. The theoretical frame for this investigation draws upon place-based pedagogies, extending notions of literacy sponsorship and multiple literacy strands to a strongly place-identified, age-diverse student body negotiating college composition courses on an open enrollment regional campus. The author describes the varied means by which peer writing consultants and students may work together to construct hybrid academic literacies, highlighting an appreciation for the value of their community-based literacy practices.
Negotiating a Transcultural Ethos from the Ground up in a Basic Writing Program
Author: MacDonald, Michael T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Characteristics,Basic Writing,Writing Instruction,Language Usage,Student Diversity,Curriculum Development,Culturally Relevant Education,Program Effectiveness,Teacher Attitudes,Educational Change,Teaching Methods,Stakeholders,Story Telling,Reflection,Literacy,College Students,College Faculty

This essay describes the process of reassessing our BW program at the University of Michigan-Dearborn in order to cultivate a more deliberate, transparent negotiation among stakeholders toward a &quot;transcultural ethos.&quot; Informed by Bruce Horner's argument that leading-edge work on language and language difference can take place in BW, we formed a working group that conducted a two-year study designed to serve three purposes: to account for the local contexts of increasing language diversity in our BW classrooms; to revise the BW curriculum in ways that accounted for our evolving local contexts; and to begin fostering a transcultural ethos for our writing program. We found that the most progress toward these goals was made when language use was treated as a subject of critical inquiry, reflection, and analysis in the classroom. We also found that code-meshing approaches could foster student agency while making acts of negotiation more deliberate. The imperative to continue building toward a transcultural ethos has prompted us to pay more attention to the risks of commodifying student writing and to place greater emphasis on teacher self-reflection.
Enhancing Understanding, Flow and Self-Efficacy in Learners with Developmental and Attention Difficulties through ICT-Based Interventions
Author: Andersen, Hanne Voldborg
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Developmental Disabilities,Special Education,Attention Deficit Disorders,Intervention,Mainstreaming,Individualized Instruction,Inclusion,Foreign Countries,Computer Uses in Education

The purpose of this paper is to investigate in which ways technologies may be used to increase inclusion and a feeling of flow and self-efficacy in learning processes when it comes to learners with developmental and attention deficits (focus learners) in a mainstream classroom. The paper is one piece of outcome of a wider study on ICT facilitated inclusion, and this current piece of research addresses the challenges of enhancing focus learners' comprehension when working with the curriculum. Several technologies have been tried out in a real school context and seven types of interventions are identified as valuable for focus learners' capability in learning processes. The paper discusses the findings and concludes that conscious use of technology-based interventions makes it possible to provide learning challenges balanced to the learners' individual skills. But a broader understanding and acceptance by all stakeholders of the specific challenges of this group of learners in mainstream educational systems seems needed to fulfil the potential.
Thematic Analysis of Mainstream Rap Music - Considerations for Culturally Responsive Sexual Consent Education in High School
Author: Johnson, Kimberly
Date: 2017-00-00
Type: Journal Articles
Subjects: Music,Popular Culture,Culturally Relevant Education,High School Students,Adolescents,Sexuality,Health Behavior,At Risk Persons,Stereotypes,Social Attitudes,Gender Bias,Substance Abuse,Interpersonal Communication,Interaction,Singing,Sex Education

Background: Much of the research literature on sexual consent and sexual consent education has been focused on college students, providing a significant gap in our understanding of high school students, especially ethnic minority youth, who are at greatest risk for unwanted sexual contact and sexual activity. Furthermore, recent research suggests that music with sexually suggestive and misogynistic themes influence sexual communication and consenting behaviors. An analysis of rap music produced after the year 2000 is necessary to identify themes that may influence sexual communication among youth. Methods: A thematic analysis was conducted to examine the lyrics of mainstream rap music songs. Songs from the Billboard Hot Rap Singles Year-End Charts for the years 2001 through 2011 served as the data corpus for thematic analysis. Results: Each year, an average of 18 songs in the top 25 rap music hits included some level of sexual content. Overall, approximately 74% of the 244 songs made references to sex, sexual expectations and/or relationships. Three major themes emerged from the analysis: (1) It's Really About Sex or Nothing At All, (2) Substances as the Precursor/Enhancer, and (3) Performance, Parts &amp; Brand. Conclusion: The major themes found here highlight the prevalence of norms that perpetuate non-consensual sex and non-verbal sexual communication in a dominant musical genre. Each theme presented in this study represents rules and expectations related to sexual interactions that could influence an adolescent's view of sexual communication and consent. Findings here should be further examined to identify how adolescents may perceive them and resonate with their meanings.
All Too Human: Confict and Common Ground in Interdisciplinary Research and Complex Problem Solving
Author: Welch, James, IV
Date: 2017-00-00
Type: Journal Articles
Subjects: Conflict Resolution,Interdisciplinary Approach,Research,Problem Solving,Heuristics,Group Dynamics,Climate,Cognitive Processes,Psychological Patterns,Stress Variables,Controversial Issues (Course Content),Bias,Misconceptions,Science and Society

The identification of conflict and development of common ground, important steps in the interdisciplinary research process, become challenging when applied to solving complex real-world problems that involve opposing interest groups, especially those whose members do not possess academic or interdisciplinary training. This article examines psycho-social mechanisms that can complicate the interdisciplinary process in solving such problems, using attempts to solve the problem of anthropogenic climate change to exemplify the situation. Understanding the mechanisms of conflict as well as strategies of conflict resolution can improve the interdisciplinary research process in its application to complex real-world problems.
Barriers to Interdisciplinarity in Environmental Studies: A Case of Alarming Trends in Faculty and Programmatic Wellbeing
Author: Wallace, Richard L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Barriers,Interdisciplinary Approach,Environmental Education,Educational Trends,College Faculty,Well Being,Case Studies,Human Dignity,Collegiality,Program Development,Goal Orientation,Teacher Morale

Multiple barriers in the structure and function of American higher education conspire to impede the success of interdisciplinary programs in environmental studies. We present an amalgamated narrative case study to illustrate how barriers operate both independently and in concert to undermine individual and programmatic goals, innovation, and operations, resulting in lost opportunities for faculty, students, and curricula, and other program elements. Barriers are illustrated stemming from a variety of sources, including academic organizational culture, structure, and leadership. An analysis of three main barriers and strategies to address them led us to produce recommendations that foster new patterns of faculty interaction and leadership. These recommendations are based on a foundation of human dignity, shared respect, and common values. In turn, they require a clear conception of interdisciplinarity and integration, and practical means to achieve them in diverse contexts.
Disciplines and Interdisciplinarity as Relations-in-&quot;différance&quot;: A Derridean Account of Disciplinary Knowledge Differences
Author: Haar Farris, Matthew
Date: 2017-00-00
Type: Journal Articles
Subjects: Intellectual Disciplines,Concept Formation,Interdisciplinary Approach,Educational Philosophy,Epistemology,Linguistic Theory,Semiotics

Disciplines are by their very &quot;origin and nature&quot; unstable--always already differed and deferred from themselves--due to their genetic relation to what Jacques Derrida calls &quot;différance&quot;. In a sense, &quot;différance&quot; is what makes disciplines possible in the first place, and it can be thought of as the economy or mode of operation of disciplines as discursive knowledge formations. In light of this view, interdisciplinary endeavors are also always already subject to the conditions of &quot;différance&quot;. Interdisciplinary integration--necessitated by the differing and deferring effects of &quot;différance&quot;--should then be thought of as a matter of creatively producing relations-in-&quot;différance&quot;.
Facilitating Collaboration across Disciplinary and Sectoral Boundaries: Application of a Four-Step Strategic Intervention
Author: Lash-Marshall, Whitney G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Researchers,Intervention,Barriers,Cooperation,Energy Conservation,Facilitators (Individuals),Visual Aids,College Faculty,State Universities

This article describes a strategic intervention to empower interdisciplinary and transdisciplinary research groups to develop strategies for overcoming barriers to the collaborative process. We report on an application of the intervention with a team of researchers working on the development of &quot;green materials&quot; to reduce energy consumption in manufacturing processes. The intervention consisted of: (1) pairing team leaders with external facilitators; (2) identifying barriers to fruitful collaboration; (3) writing strategic operating agreements; and (4) developing collaborative visualizations of the research process. The results indicate that focusing the collective intelligence of diverse researchers inwards, on the research process itself, can provide tangible benefits.
Our Research Is Living, Our Data Is Life: Toward a Transdisciplinary Gerontology
Author: Sasser, Jennifer R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Aging (Individuals),Gerontology,Older Adults,Research Methodology

In this keynote presentation given at the 2016 Association for Interdisciplinary Studies conference, I considered the field of gerontology from a transdisciplinary perspective. Juxtaposing personal narratives with dominant and alternative discourses on issues of aging, later life, and old age, I explored such questions as: Given the multifaceted, diverse and context-dependent nature of aging phenomena, what might be said to be the defining characteristics of the field of gerontology? Is the common claim that gerontology is &quot;fundamentally interdisciplinary&quot; borne out? How are phenomena of aging--and the aging subject--constructed within (and without) the field? What might a transgressive approach to gerontology that embraces the wild and ultimately untamable lived experience of traveling through the life-course look like?
Metacognition and Reflection by Interdisciplinary Experts: Insights from Cognitive Science and Philosophy
Author: Keestra, Machiel
Date: 2017-00-00
Type: Journal Articles
Subjects: Metacognition,Reflection,Interdisciplinary Approach,Expertise,Cognitive Science,Philosophy,Cognitive Processes,Prompting,Schemata (Cognition),Cooperation,Teamwork

Interdisciplinary understanding requires integration of insights from different perspectives, yet it appears questionable whether disciplinary experts are well prepared for this. Indeed, psychological and cognitive scientific studies suggest that expertise can be disadvantageous because experts are often more biased than non-experts, for example, or fixed on certain approaches, and less flexible in novel situations or situations outside their domain of expertise. An explanation is that experts' conscious and unconscious cognition and behavior depend upon their learning and acquisition of a set of mental representations or knowledge structures. Compared to beginners in a field, experts have assembled a much larger set of representations that are also more complex, facilitating fast and adequate perception in responding to relevant situations. This article argues how metacognition should be employed in order to mitigate such disadvantages of expertise: By metacognitively monitoring and regulating their own cognitive processes and representations, experts can prepare themselves for interdisciplinary understanding. Interdisciplinary collaboration is further facilitated by team metacognition about the team, tasks, process, goals, and representations developed in the team. Drawing attention to the need for metacognition, the article explains how philosophical reflection on the assumptions involved in different disciplinary perspectives must also be considered in a process complementary to metacognition and not completely overlapping with it. (Disciplinary assumptions are here understood as determining and constraining how the complex mental representations of experts are chunked and structured.) The article concludes with a brief reflection on how the process of Reflective Equilibrium should be added to the processes of metacognition and philosophical refection in order for experts involved in interdisciplinary collaboration to reach a justifiable and coherent form of interdisciplinary integration. An Appendix of &quot;Prompts or Questions for Metacognition&quot; that can elicit metacognitive knowledge, monitoring, or regulation in individuals or teams is included at the end of the article.