ethanporcaro/eric-fulltext-meta huggingface dataset:
Latino High School Students' Perceptions and Preferred Characteristics of High School Counselors
Author: Eckenrod-Green, Wendy
Date: 2008-00-00
Type: Journal Articles
Subjects: High Schools,Student Attitudes,Counseling,School Counselors,Counselor Educators,High School Students,Hispanic Americans,Cultural Awareness,Student Needs,Interviews,Counselor Role,Spanish,Translation

With a trendsetting change in the demographic population of public high school students, school counselors need to be equipped with multicultural competence to better understand the needs of the students they serve, especially Latino students. Semi-structured interviews were conducted to obtain Latino high school students' perceptions and preferred characteristics of their school counselor. Students' responses indicate that there is a lack of awareness of the role and function of school counselors among Latino students. In addition, students reported the need for a translator and the need for Hispanic school counselors, or, for the school counselor to speak Spanish. Implications for school counselors and counselor educators are provided.
Counseling Adolescents for the Death of a Parent: A Literature Review
Author: Reed, Eva E.
Date: 2008-00-00
Type: Information Analyses
Subjects: Adolescent Development,Adolescents,Social Adjustment,School Counselors,Death,Parents,Emotional Adjustment,Intervention,Counseling Techniques,Grief

Adolescents experiencing the death of a parent face additional challenges in navigating the physical, mental, emotional, and social adjustment associated with adolescent development. This review explores the impact of parental death on adolescent development and offers empirical support for counseling interventions. Factors addressed include developmental issues, grief, interventions, implications for research, and suggestions for school counselors and educators.
The Impact of the Supervision Relationship on the Behaviors of School Counseling Interns
Author: Protivnak, Jake J.
Date: 2008-00-00
Type: Journal Articles
Subjects: Role Conflict,Supervision,School Counseling,Supervisor Supervisee Relationship,Internship Programs,Student Behavior,School Counselors,Counselor Training,Counseling Effectiveness,Measures (Individuals)

This study investigated the onsite supervision relationship and the behaviors of ninety-seven school counseling interns in a Midwestern state. Results indicated that the supervision relationship was related to the behaviors of school counseling interns. Within the supervision relationship, decreased role ambiguity was found to be a strong predictor of engagement in appropriate school counseling internship behaviors. Findings support the importance of counselor educators, school counseling interns and onsite school counseling supervisors attending to the supervision relationship.
Professional School Counselors as Process Observers in the Classroom: Collaboration with Classroom Teachers
Author: Fazio-Griffith, Laura
Date: 2008-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Teacher Cooperation,Classroom Observation Techniques,Classroom Environment,Educational Strategies,Counseling Techniques,School Counseling,Counselor Role,Instructional Improvement

This article defines process observation and how it can be used by professional school counselors to assist classroom teachers in enhancing the learning environment for students. Further, this article elucidates the skills used by process observers. A case illustration is provided to demonstrate application of this service. Finally, practical strategies for implementing this service in the school setting are given as well as implications for counselors and counselor educators.
Strengthening Links between the Levels: School Counselor Collaboration for Successful Student Transitions
Author: Dixon, Andrea L.
Date: 2008-00-00
Type: Journal Articles
Subjects: Cooperation,School Counselors,Transitional Programs,Cooperative Planning,Counselor Role,Counseling Techniques,Elementary Schools,Middle Schools,High Schools,Institutional Cooperation,Counselor Attitudes,Attitude Measures,Parent School Relationship

This exploratory study focused on the inter-collaboration activities among 112 elementary, middle, and high school counselors that facilitate students' transitions. Results indicated significant differences in several of the current collaboration activities of the varying levels of school counselors; however, there were no differences found in the school counselors' beliefs about collaboration activities. Implications for student transition-related collaborative activities among school counselors are presented and implications for future research are considered. (Contains 2 tables.)
Professional Challenges in School Counseling: Organizational, Institutional and Political
Author: Hatch, Trish A.
Date: 2008-00-00
Type: Journal Articles
Subjects: National Standards,School Counseling,Organizational Theories,Institutional Characteristics,Institutional Mission,Political Influences,Models,Organizational Effectiveness,School Counselors,Barriers,Influences,Counseling Theories,Counseling Effectiveness,Counselor Role

The school counseling profession has struggled throughout history to secure a legitimate integral position in the educational mission of school. The profession is more likely to gain acceptance and be seen as a legitimate profession if we understand three theories that form the foundation of professional legitimacy: Organizational Theory, Institutional Theory, and Political Theory. This article briefly explains each theory, examines the profession through the lens of each theory, discusses how the ASCA National Standards and ASCA National Model were intended to address them, and suggests specific actions that school counseling professionals must take to ensure the profession grows and prospers. (Contains 1 table.)
School Counselor Development Program (SCDP) for the Treatment of Adolescent Depression and Suicidality: A Pilot Study
Author: Wright, A. Jordan
Date: 2008-00-00
Type: Journal Articles
Subjects: Continuing Education,Suicide,School Counselors,Depression (Psychology),At Risk Students,Psychological Patterns,Mental Health,Intervention,Middle Schools,Public Schools,Self Esteem,Competence,Professional Development,Counseling Techniques,Skill Development,Role Playing

The School Counselor Development Program (SCDP) was developed as a continuing education intervention for middle school counselors in the New York City Department of Education, focusing on six mental health issues relevant to their work with students. A pilot study was run with 21 New York City Public School counselors. This paper focuses on one of the six modules, dealing with the depression and suicidality of students. The training consisted of a short didactic portion focusing on skills training, extensive role-play practice, and a concluding discussion. A repeated measures design was used with counselors self-assessing confidence before and after the training. It showed a moderately significant increase in counselors' confidence in dealing with suicidal students and a significant increase in their confidence in dealing with depressed students. Implications for counselors, limitations of the study, and future research are discussed. (Contains 1 table.)
Factors Influencing the Decision to Break Confidentiality with Adolescent Students: A Survey of School Counselors
Author: Sullivan, Jeremy R.
Date: 2008-00-00
Type: Journal Articles
Subjects: Confidentiality,Factor Analysis,School Counselors,Ethics,Student Characteristics,Counselor Role,Adolescents,At Risk Students,Child Behavior,Surveys,Influences,Safety,Compliance (Psychology),Decision Making,Middle Schools,High Schools,Vignettes

In their work with adolescent students, school counselors often are faced with the ethical dilemma of whether to break confidentiality to report risk-taking and potentially dangerous behaviors to parents. This study reports the results of a national survey asking school counselors to rate the importance of multiple factors that influence their decision to break confidentiality with students. Based on responses from 200 school counselors, exploratory factor analysis was used to categorize these considerations into 4 factors: Dangerousness of the Behavior, Protecting the Student and Relationship, Compliance, and Student Characteristics. Respondents also provided additional considerations that influence their ethical decision-making; these additional considerations point to potential directions for future research. (Contains 4 tables.)
A School Counselor's Guide to Reporting Child Abuse and Neglect
Author: Sikes, April
Date: 2008-00-00
Type: Journal Articles
Subjects: Child Abuse,Child Neglect,School Counselors,Counselor Role,Disclosure,Reports,Prevention,Intervention,Child Behavior,Behavior Problems,Symptoms (Individual Disorders),Child Welfare

The process of reporting abuse can be challenging, traumatic, and at times, overwhelming. In order for school counselors to be effective helpers for children, it is essential that they know how to recognize and prevent child abuse and neglect. The purpose of this article is to provide professional school counselors with information they can use to assist in the identification, reporting, and prevention of child abuse and neglect.
Ideal to Real: Duties Performed by School Counselors
Author: Perera-Diltz, Dilani M.
Date: 2008-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Models,National Standards,Counseling Services,National Surveys,Job Analysis,Mail Surveys,Counselor Attitudes,Counselor Role,Credentials,Counselor Training,Teaching Experience,State Standards

School counselors (n = 1,704) nationwide were surveyed to determine if the duties performed by them were aligned with the duties prescribed by the school counseling profession since the inception of the American School Counseling Association (ASCA) National Model in 2003. Differences were found based on participants having received ASCA National Model training, having teaching credentials, and working in states with mandates for school counseling. (Contains 3 tables.)
Self-Reported Resilient Behaviors of Seventh and Eighth Grade Students Enrolled in an Emotional Intelligence Based Program
Author: Castro, Veronica
Date: 2008-00-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Emotional Intelligence,At Risk Students,Grade 7,Grade 8,Comparative Analysis,School Counselors,Resilience (Psychology),Identification,Referral,Enrollment,Middle School Students,Pretests Posttests

School counselors are in a unique position to help at-risk students. Research indicates that teaching resiliency skills and emotional intelligence is a promising venture (Bernard, 1997; Chavkin &amp; Gonzalez, 2000; Henderson &amp; Milstein, 2002). Seventy identified at-risk seventh and eighth grade students enrolled in the Teen Leadership Program (Flippen Group, 2001) served as the population for this study. Initial analysis of the data did not reveal a difference between treatment and control groups. However, non-parametric tests indicate that the experimental group had a significant difference in office referrals. Findings and recommendations for future research are further elaborated in this study. (Contains 1 figure.)
Obsessive Compulsive Disorder and the School Counselor
Author: Wertlieb, Ellen C.
Date: 2008-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Special Needs Students,Behavior Disorders,Antisocial Behavior,Counselor Role,Coping,Symptoms (Individual Disorders),Gender Differences,Age Differences,Etiology,Neurological Impairments,Genetic Disorders,Cognitive Restructuring,Behavior Modification,Drug Therapy

The current article is designed to provide school counselors an understanding of obsessive-compulsive disorder (OCD). The causes, characteristics, and treatment approaches are presented with examples focusing on school-related issues. The article concludes with a discussion about the role that the school counselor can take in helping the child with OCD to have a successful school experience.
Curriculum, Coherence, and Collaboration: Building a Professional Learning Community among Instructors in Initial Teacher Education
Author: Peskin, Joan
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Student Teacher Attitudes,Educational Psychology,Teacher Educators,Questionnaires,Interviews

Although there has been research on "professional learning communities" (PLCs) in schools, little attention has been paid to them in contexts of higher education. This article chronicles the development of a PLC, involving the 18 instructors who teach educational psychology each year to 1,400 preservice teacher candidates. Through questionnaires and interviews it illustrates how we established a coherent, shared conception of what teacher candidates need to learn and of how theory connects to practice. Finally, the authors describe a mature PLC in which there has been a substantive culture change and where group members have also established informal networks that have facilitated smaller joint-work projects. (Contains 1 table.)
What Future Teachers Think about Brain Research
Author: Zambo, Debby
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Educational Psychology,Brain,Research Methodology,Student Attitudes,Preservice Teachers,College Students

As information becomes available, teachers of educational psychology must be ready to accept or resist change. This is especially true when it comes to the brain because as technologies advance, information about it is seeping into our lives. Deciding if, how much, and when this information fits into educational psychology coursework can be difficult. In this survey study, the authors gathered data from students (n = 215) enrolled in a professional teacher education program in the southwestern United States. The study targeted the opinions of future teachers in regard to the usefulness of brain research, the importance of learning about the brain, and concerns about the applicability of brain research. The results indicate future teachers think brain research is useful and valuable for educators. Participants were neutral about potential concerns. (Contains 3 tables.)
Teacher Candidates' Questions within the Context of an Educational Psychology Course
Author: Gallagher, Tiffany L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Educational Psychology,Beliefs,Teacher Educators,Foreign Countries,Preservice Teacher Education,Evaluation Methods,Teaching Methods,Communication Strategies,Data Collection

The belief systems with which teacher candidates enter their preservice programs powerfully shape their perceptions about teaching and learning. Data were gathered from 412 teacher candidates over the course of 5 academic years. Each of the participants posed 2 questions at the beginning of their course that they would like to be answered during their preservice educational psychology course. Independent raters coded questions using the four domains of &quot;Instruction and Assessment,&quot; &quot;Students as Learners,&quot; &quot;Communication Techniques,&quot; and &quot;Profession and Community&quot; (Praxis Series: Principles of Learning and Teaching, 2005). Three quarters of the questions in the &quot;Students as Learners&quot; domain and in particular, over one quarter of all of the teacher candidates posed questions, related to &quot;Classroom Management.&quot; These questions were focused on reactive classroom management interventions especially for moderate and serious misbehaviors. An awareness of teacher candidates' questions will assist teacher educators to position classroom management in the context of educational psychology courses. (Contains 2 tables.)
Students' Priorities as Authors of Their Own Text about Educational Psychology
Author: Seifert, Kelvin
Date: 2010-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Instructional Development,Preservice Teachers,Textbooks,Educational Psychology,English (Second Language),Introductory Courses,Evaluation Methods

In this study the feasibility and educational value of students' writing their own textbook was explored for a particular course in which commercial textbooks had become a normal feature. The course itself was about introductory educational psychology--a common requirement for preservice teachers in training. In lieu of buying a commercial text, students developed a table of contents for 2 editions of their own text, posted and edited sections of chapters, and assessed the results. Although the resulting books were shorter than major commercial textbooks and obviously lacked their "production features," they offered important clues to students' educational priorities. Both in choosing topics to write and in reading each other's work, students emphasized certain topics (e.g., special education and classroom management) more than did authors of commercial texts and reduced coverage of other conventional topics (e.g., instructional planning and assessment of learning). Overall, the results suggested educational advantages to students' writing their own textbooks, as well as areas where commercial publishers can make their textbooks more relevant and motivating. At the same time, however, student-written texts raised questions about coverage of content and the role of student input guiding content. (Contains 4 tables and 2 notes.)
Improving the Quality of Experience Journals: Training Educational Psychology Students in Basic Qualitative Methodology
Author: Reynolds-Keefer, Laura
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Educational Psychology,Research Methodology,Course Content,Student Journals,Courses,Evaluation Methods,Observation

This study evaluates the impact of teaching basic qualitative methodology to preservice teachers enrolled in an educational psychology course in the quality of observation journals. Preservice teachers enrolled in an educational psychology course requiring 45 hr of field experience were given qualitative methodological training as a part of the course content after students in a prior semester had shown weak journaling skills. In the first semester, students received general guidance on creating an "observational journal" required as a part of the course. In the second semester, students received additional qualitative methodological training. Analysis and comparison of student journals from the two semesters revealed that preservice teachers who received instruction in qualitative methods demonstrated a higher level of analysis, insight, and application as measured by the journal rubric. Surveys at the end of the course indicated that qualitative training helped the students to reflect on the field experience and appreciate the applicability of the theoretical concepts presented in the course. (Contains 1 table.)
Assessing Coverage of Maslow's Theory in Educational Psychology Textbooks: A Content Analysis
Author: Wininger, Steven R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Textbooks,Educational Psychology,Content Analysis,Theories,Motivation,Courses,Evaluation,Universities,Teaching Methods

Although Maslow's hierarchy of needs theory (HNT) is one of the most prevalent theories in psychology, the authors argued that it is also one of the most misinterpreted or misrepresented, particularly in educational psychology textbooks. Therefore, after carefully reading Maslow's writings on HNT they conducted a content analysis of 18 educational psychology textbooks to ascertain the accuracy and depth of coverage of Maslow's HNT. Overall, the results of this content analysis revealed some disappointing trends. A primary concern is the inaccuracy in the presentation. A secondary concern is the minimal attempt to apply the theory meaningfully to educational contexts. The potential origin of these inaccuracies as well as additional problems with coverage of motivation as a whole in educational psychology textbooks are discussed. (Contains 1 table.)
STS from a Historical Perspective and Its Reflection on the Curricula in Turkey
Author: Yetisir, Mehmet Ikbal
Date: 2008-01-00
Type: Journal Articles
Subjects: Science and Society,Foreign Countries,Reflection,Integrated Curriculum,Science Curriculum,Influence of Technology,Educational Change,Educational History,Fundamental Concepts

The purpose of this paper is to provide an historical perspective of the foundational points of Science, Technology and Society (STS), the reasons that STS is involved in Science Education Programs, and the effort of connecting and integrating STS into the curricula in Turkey. This study consists of two main sections. The first section focuses on the predominant themes of STS, an historical perspective, and the reasons it is important for STS to be included in science education programs. The second section describes the qualities of science curricula that use the STS approach, and then evaluates the 2004 Turkish Primary Science Curricula according to those qualities. (Contains 3 tables.)
The Application of Problem Solving Method on Science Teacher Trainees on the Solution of the Environmental Problems
Author: Dogru, Mustafa
Date: 2008-01-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Social Problems,Schools of Education,Primary Education,Problem Solving,Science Teachers,Sciences,Methods,Trainees,Foreign Countries,Thinking Skills,Universities,College Students

Helping students to improve their problems solving skills is the primary target of science teacher trainees. In modern science, for training the students, methods should be used for improving their thinking skills, making connections with events and concepts and scientific operations skills rather than information and definition giving. One of these methods is problem solving. In this study, it is shown that problem solving is not just solving a movement problem like in physics, as it is understood by most science teachers, but it can be used also in social problems like environmental problems. Furthermore, scientific operation skills, problem solving attitudes and academic success of teacher trainees who use problem solving method in solving environmental problems are investigated. The study is an experimental work, and pre-test, last-test grouped patterns are used. The study has been carried on with 102 students of Gazi University, Gazi Education Faculty, Primary Education Department, and Science Teacher Sciences of the 2003-2004 Academic Years. In the experimental group, the problem solving method is used, whereas in the control group,  traditional methods are used. The data gathered to test the study hypothesis were evaluated by using the SPSS package program. As a result of the analyses, it is found that science teaching based on problem solving improves scientific operations skills of the teacher trainees, increases their attitude points towards problem solving, and increases their grades to be obtained in environment success tests. (Contains 13 tables and 3 figures.)
An Exploratory Study on the Reasons and Preferences of Six Malaysian Students on the Video Games Played
Author: Leng, Eow Yee
Date: 2008-01-00
Type: Journal Articles
Subjects: Research Needs,Video Games,Secondary School Students,Qualitative Research,Sampling,Student Attitudes,Student Diversity,Foreign Countries,Surveys,Validity,Reliability

The purpose of this study was to explore the reasons why six Malaysian students from upper secondary school are playing video games, types of games and the features preferred. A qualitative method was being used in the study. Purposive sampling was conducted in selecting the students. The findings indicated that students played video games for a great range of reasons. Different students play for different reasons. Some shared common reasons and preferences. A few findings were very specific and never mentioned before in previous researches. However, more research needs to be undertaken in order to address the diversity of students with a bigger sample and different methodology.