ethanporcaro/eric-fulltext-meta huggingface dataset:
A Phenomenological Study of Urban School Counselors' Perceptions of Low-Income Families
Author: Cole, Rebekah F.
Date: 2014-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Urban Areas,Qualitative Research,Phenomenology,Low Income Groups,Interviews,Counselor Attitudes,Family Characteristics,Family Environment,Educational Attitudes,Empathy,Counselor Role,Credibility,Elementary Schools,Middle Schools,High Schools

This qualitative, phenomenological study explores urban school counselors' perceptions of low-income families in their schools. Ten school counselors participated in two rounds of individual interviews and answered two emailed reflective questions. Six themes emerged from the data: (a) perceptions of family characteristics and environment, (b) perceptions of family attitudes and actions regarding education, (c) awareness of obstacles and challenges for families, (d) struggle empathizing with low-income families, (e) choice of roles in working with low-income families, and (f) personal feelings and reflections in response to experiences with low-income families. Implications for school counselors, supervisors, school counseling district supervisors, school counseling professional organizations, and counselor educators are discussed.
Exploring the Needs of Students Experiencing Homelessness from School Counselors&apos; Perspectives
Author: Havlik, Stacey A.
Date: 2014-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Homeless People,Mixed Methods Research,Counselor Attitudes,Student Needs,Psychological Needs,Academic Achievement,Statistical Analysis,Measures (Individuals),Predictor Variables,Validity,Child Health,Child Development,Ancillary School Services,Federal Legislation,Elementary School Students,Middle School Students,High School Students

An increased understanding of the needs of students experiencing homelessness will better inform educational and clinical practices to ensure student success. Through an analysis of survey data using the Knowledge and Skills with Homeless Students Survey (Gaenzle &amp; Bryan, 2013), this exploratory study applied a mixed methods approach to assess school counselors&apos; (N = 160) perceptions of the needs of students experiencing homelessness. Thematic analysis of the survey data indicated the existence of four dynamic and interrelated themes of student needs as well as differences in reported needs by school counselors&apos; school level and location.
Preservice Secondary Science Teachers' Experiences and Ideas about Bullying in Science Classrooms
Author: Raven, Sara
Date: 2014-00-00
Type: Journal Articles
Subjects: Bullying,Secondary School Teachers,Science Teachers,Teacher Attitudes,Science Instruction,Qualitative Research,Focus Groups,Attitude Measures,Teacher Competencies,Preservice Teachers,Teacher Role,Knowledge Level,Incidence,Comparative Analysis,Controversial Issues (Course Content),Semi Structured Interviews

Given the prevalence of bullying in schools, it is imperative that preservice secondary science teachers (PSSTs) know how to deal with this issue in the classroom. This is especially important in science, as the content covered in classes can sometimes lead to discussions of race, religion, and sexual orientation, which can be sensitive topics. In this qualitative study, we conducted four focus group interviews in order to examine PSSTs' conceptions of school bullying, their roles as science teachers in relation to bullying, and potential instigative areas within the science curriculum. The research findings indicate that PSSTs are not prepared to effectively deal with classroom bullying and have differing conceptions of what constitutes bullying. In terms of science content, the topics of evolution and genetics surfaced multiple times as instigative topics. When asked what they would do if instigative topics arise in class, the PSSTs were split, with half of them saying they would avoid these topics, while the other half would address them through teaching science as a body of facts. In light of this data, it may be appropriate to include strategies for dealing with instigative topics in preservice science education programs. In addition, there is a need for more research and discussion in this area.
A Psychoeducational Group for Parents of Lesbian, Gay, and Bisexual Adolescents
Author: Troutman, Omar A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Homosexuality,Sexual Orientation,Sexual Identity,Adolescents,Parents,Psychoeducational Methods,Intervention,Social Support Groups,School Counselors,Group Counseling,Identification (Psychology),Cognitive Restructuring,Behavior Modification,Counseling Techniques,Leadership Responsibility

While literature abounds on the experience of the adolescent in the &quot;coming out&quot; process and the impact that the event has on the family system, few interventions that are designed specifically to assist parents have been proposed. Parents of lesbian, gay, and bisexual adolescents face challenges that they may never have anticipated and, therefore, require special kinds of support resources as well as factual, nonbiased information. A parent-specific psychoeducational group intervention to be facilitated by school counselors is presented with a focus on adult development in the context of a changing family.
Get Fit for Life: Elementary School Group Counseling with a Twist
Author: Springer, Sarah I.
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Students,School Counseling,Physical Fitness,Health Promotion,Mental Health,Physical Health,Life Style,Child Health,Student Motivation,Disabilities,Athletic Coaches,Parent Participation,Physical Activities,Cooperation,Teamwork,Competition,Conflict,Competence,Personal Autonomy

A significant number of elementary school-aged children participate in some form of athletic activity. As they become pre-teens, the percentage of these children involved in sports lessens, especially as children begin to recognize differences in athletic abilities. Research assessing youth sports suggests that adults and peers can increase children&apos;s levels of motivation to participate in athletics by providing a climate that prioritizes social and emotional development. This article details a psychoeducation group designed by an elementary school counselor to encourage the integration of physical fitness and mental health initiatives that support a healthy lifestyle.
A Qualitative Inquiry of International Adoptees in Schools
Author: Lancaster, Chloe
Date: 2014-00-00
Type: Journal Articles
Subjects: Adoption,Children,Grounded Theory,School Counseling,School Counselors,Qualitative Research,Inquiry,Language Skills,Researchers,Semi Structured Interviews,Developmental Disabilities,Special Needs Students,Cognitive Development,Adjustment (to Environment),Barriers,Cultural Differences,Attachment Behavior,Advocacy,Elementary School Students,Mothers

The purpose of this pilot study was to explore families of international adoption experiences within the schools. Qualitative methodology and grounded theory procedures were used to analyze data collected from semi-structured interviews conducted with three mothers who had adopted 8 children from orphanages in China. The concept of lack of &quot;structural support within&quot; schools emerged as the central organizing theme emblematic of mothers' experiences as they each struggled to obtain supportive educational environments for their post-institutional children. Implications for school counseling practices are discussed.
My Name Is Not Michael: Strategies for Promoting Cultural Responsiveness in Schools
Author: Schulz, Lisa L.
Date: 2014-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Cultural Awareness,Educational Environment,Counselor Role,Organizational Change,Academic Achievement,Advocacy,Consultation Programs,Cooperation,Leadership,Student Diversity,Culturally Relevant Education,Teacher Attitudes,Counselor Attitudes,Expectation,Learner Controlled Instruction,Curriculum Development,Teachers,Facilitators (Individuals),Faculty Development,Small Group Instruction,Individual Development,Interprofessional Relationship,Elementary School Students,High School Students,Secondary School Teachers,Elementary School Teachers

With the changing cultural demographics in U.S. classrooms, school counselors must develop innovative approaches to promote culturally responsive school climates and organizational change. A vision is offered of systemic cultural responsiveness and culturally relevant teaching practices that nurture and engage all learners. The role of the school counselor in realizing such transformation is described. In this vision, the tenets of advocacy, consultation, collaboration, systemic change, and leadership identified in the ASCA National Model are recognized as the means by which the school counselor can indirectly promote student achievement. This article offers examples of intervention strategies designed to impact the school system, the teaching and learning process, and foster cultural responsiveness. Recommendations for advancing the role of the school counselor are shared.
Perceptions of Preparedness for a Major School Crisis: An Evaluation of Missouri School Counselors
Author: Werner, Danilea
Date: 2014-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Online Surveys,Counselor Attitudes,Violence,Crisis Intervention,Crisis Management,School Safety,Self Efficacy,Counselor Role,Measures (Individuals),Validity,Reliability,Factor Analysis,Statistical Analysis,Elementary Schools,High Schools

A major school crisis can cause physical and emotional distress as well as impact student academic performance. The purpose of this study was to use a web-based survey to explore Missouri school counselors' perceptions of individual and school-wide crisis preparedness and crisis training experiences. Results indicate that the more involved school counselors are in the crisis planning process the more prepared they feel. By understanding the differences in school counselor crisis preparedness perception and their involvement in crisis planning, educational institutions can design and target training to increase effectiveness and improve disaster response.
L2 Writing Practice: Game Enjoyment as a Key to Engagement
Author: Allen, Laura K.
Date: 2014-06-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Writing Instruction,Educational Games,Learner Engagement,Intelligent Tutoring Systems,Drills (Practice),Learning Modules,Achievement Gains,Student Experience,Motivation,Student Attitudes,High School Students,Pretests Posttests,Student Surveys,Writing Ability,Statistical Analysis,Performance Based Assessment,Regression (Statistics),Learning Strategies,Training Methods,Writing Strategies

The Writing Pal (W-Pal) is an intelligent tutoring system (ITS) designed to provide students with explicit writing strategy instruction and practice. W-Pal includes a suite of educational games developed to increase writing engagement and provide opportunities to practice writing strategies. In this study, first (L1) (n = 26) and second (L2) language (n = 16) students interacted with W-Pal over eight sessions. We collected students' daily self-reports of engagement, motivation, and perceptions of performance, as well as their reported game attitudes (difficulty, helpfulness for learning, and enjoyment). Results indicated that, for all students, interactions with W-Pal led to increases in writing performance and more positive attitudes towards the system (engagement, motivation, and perceived performance). For L1 students, game difficulty was a significant predictor of boredom; however, for the L2 students, game enjoyment predicted both their motivation and perceived writing improvement. Notably, the L2 students' game ratings accounted for more variance in these daily reports than did the ratings of L1 students. This study suggests that L1 and L2 students experience similar benefits offered by game-based strategy practice in an ITS. Further, the link between game attitudes and overall daily perceptions of training may be stronger for L2 students than L1 students.
Common Core Standards, Professional Texts, and Diverse Learners: A Qualitative Content Analysis
Author: Yanoff, Elizabeth
Date: 2014-00-00
Type: Journal Articles
Subjects: Content Analysis,Qualitative Research,State Standards,Academic Achievement,Reading Achievement,Student Needs,Guidelines,Program Implementation,Special Needs Students,Student Diversity,Incidence,Evidence,Language Arts,Preschool Education,Elementary School Curriculum,Low Achievement,English Language Learners,High Achievement

This research study questioned the degree to which six professional texts guiding implementation of the Common Core Standards in reading address the needs of diverse learners. For the purposes of this research, diverse learners were specifically defined as above grade level readers, below grade level readers, and English learners. The researchers employed qualitative content analysis to determine how and to what level of frequency each text addressed the needs of these particular populations of students. The analysis consisted of a coding system that included how often the specified learners were mentioned, as well as the type of information provided and the format in which it was presented. Findings indicated that each text did show evidence of attention to these student populations though in different ways.
Literacy in the Digital Age
Author: Sharp, Laurie A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Literacy Education,Educational Technology,Technology Uses in Education,Technology Integration,Best Practices,Technological Literacy,Academic Standards,Teacher Evaluation,Evaluation Methods,Creativity,Educational Environment,Teaching Methods,Learning Activities,Citizenship Responsibility,Faculty Development

21st century learners arrive at school with technological knowledge and skills that necessitate the need for educational systems to transform instructional practices to meet learners&apos; needs. The International Society for Technology in Education (ISTE) developed ISTE Standards for students, teachers, administrators, coaches, and computer science educators that define best practices and standards of excellence with technology. Literacy educators are greatly impacted by the technological shift in education and require a deep level of proficiency with the ISTE Standards for Teachers. The purpose of this article is to provide an overview of the ISTE Standards for Teachers and provide literacy educators with an evaluative tool to measure their adeptness with the knowledge and skills needed to teach in the digital age.
Language and Literacy Development in the Early Years: Foundational Skills that Support Emergent Readers
Author: Brown, Carmen Sherry
Date: 2014-00-00
Type: Journal Articles
Subjects: Emergent Literacy,Literacy Education,Preschool Children,Developmentally Appropriate Practices,Teaching Methods,Learner Engagement,Beginning Reading,Skill Development,State Standards,Child Development,Concept Formation,Written Language,English Language Learners,Educational Environment,Phonological Awareness,Phonemic Awareness,Phonics,Word Recognition,Reading Fluency,Oral Language,Language Proficiency

For all students, a high-quality early education is critical to ensuring their long-term academic success. Early learners need to understand why people read and write in order to be motivated to excel in their own literacy development. Through active engagement in the reading process, children learn ways to use their growing knowledge and skills flexibly and in combination with all domains of development. All children can develop a strong foundation for literacy and reading development when they are given opportunities to engage in purposeful, meaningful language and early print activities. Effective early literacy instruction provides preschool children with developmentally appropriate settings, materials, experiences, and social support that encourage early forms of reading and writing to flourish and develop into conventional literacy.
Building Schema: Exploring Content with Song Lyrics and Strategic Reading
Author: Stygles, Justin
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Singing,Social Studies,Music Activities,Oral Reading,Cooperative Learning,Interpersonal Communication,Models,Teacher Role,Independent Study,Small Group Instruction,Large Group Instruction,Formative Evaluation,Elementary Schools,Secondary Schools

Teaching with song lyrics has many popular variations. The Common Core State Standards discourage pre-teaching, leaving students somewhat adrift. Song lyrics possess the potential to scaffold students&apos; schema in select social studies topics. Using reciprocal teaching (Palinscar &amp; Brown 1984) within the reading workshop students ponder provided song lyrics to activate schema, questions, and a purpose for reading social studies content. By analyzing student work, instructional needs are determined, to strengthen schema and position students to deeper reading with subsequent texts. In this example, students closely read the eighties rock-classic &quot;Cherokee by Europe&quot; (1987) to build a context and create understanding around the Trail of Tears.
Observational Tools to Inform Instruction for Culturally and Linguistically Diverse Learners
Author: Yurkewecz, Thea
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Certification,Preservice Teachers,Teacher Education,Participant Observation,Evaluation Methods,Culturally Relevant Education,Cultural Awareness,Literacy,Student Diversity,English (Second Language),Disabilities,Special Needs Students,Teacher Responsibility,Parent School Relationship

This article addresses the need for teachers to use observational tools to identify and understand their learners' cultural backgrounds and literacy skills, including the importance of preparing teacher candidates to become culturally responsive educators. This topic is critical because one of the new teacher certification exams in New York State, Educating All Students (EAS), assesses candidates' knowledge of instructional strategies and support for students of diverse populations. To that end, this article provides an observational framework that informs instruction for culturally and linguistically diverse learners.
Word Games: Content Area Teachers&apos; Use of Vocabulary Strategies to Build Diverse Students&apos; Reading Competencies
Author: Falk-Ross, Francine
Date: 2014-00-00
Type: Journal Articles
Subjects: Content Area Reading,Vocabulary Development,Reading Comprehension,Reading Difficulties,Mixed Methods Research,Faculty Development,Interviews,Literacy,Reading Instruction,Remedial Reading,Middle School Students,Middle School Teachers,Science Teachers,English Teachers,Language Arts,Class Activities,Reading Achievement,Discourse Analysis,Focus Groups,Surveys,State Standards

Five content area teachers participated in this year-long qualitative research study focused on developing a language-building approach to support literacy activities for marginalized students. A mixed methods design evaluated the impact of the professional development program with the teachers. Data included structured interviews with the teachers, classroom observations (including videotapes), anecdotal notes, and students&apos; standardized test results before and after the applications of the new content area literacy approaches, which revealed notable changes in students&apos; reading comprehension, vocabulary use, and discourse participation, and a significant difference in the students&apos; achievement following the interventions. Implications for teachers include increased use of language modeling to meet students&apos; specific literacy needs.
Differentiating Literacy Instruction--There&apos;s an App for that!
Author: Gormley, Kathleen
Date: 2014-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Literacy Education,Computer Oriented Programs,Handheld Devices,State Standards,Word Recognition,Reading Fluency,Visual Aids,Multimedia Materials,Electronic Publishing,Books,Story Telling,Reading Aloud to Others,Bulletin Boards

Given the increased diversity of students within the regular, general education classroom, this article explores the importance of differentiated instruction to meet the needs of all learners in this age of Common Core State Standards. Using digital literacies that engage students, the authors showcase apps and web tools they have used in developing learners&apos; literacy. Most of the recommended apps are free and suggestions are included as to how teachers might use these tools with students of the classroom.
What&apos;s Post Racial Discourse Got to Do with It? Obama and the Implications for Multiculturalism in College Classrooms
Author: Thorington Springer, Jennifer
Date: 2014-08-00
Type: Journal Articles
Subjects: Multicultural Education,Racial Relations,Controversial Issues (Course Content),Racial Attitudes,Attitude Change,Political Attitudes,Politics of Education,Cultural Differences,Cultural Pluralism,Teaching Methods,Educational Practices,Presidents,Inclusion,Race,Resistance to Change,Gender Issues,Sexuality,Ethnic Diversity,Ideology,Social Attitudes,Higher Education,Social Change

With the election and re-election of Barack Obama as the first Black President of the United States came the vexing yet perhaps expected conclusion that issues of race and ethnicity were no longer grave concerns. Somehow Obama&apos;s presence suggests the transcendence of race. While a nod to the political progress made in terms of social race relations may be in order, Obama&apos;s election does not translate into a &quot;color-blind,&quot; &quot;post race&quot; American nation. This essay explores how current and ongoing conversations about a post race nation shape student perceptions of race and how they directly affect the teaching instruction of professors, like myself, who are invested in multicultural and inclusive pedagogy. As an instructor invested in inclusive learning, my former struggle of getting students to understand the importance of acknowledging the validity of cultural differences has resurfaced as students who buy into the rhetoric of a &quot;post race&quot; nation no longer think it necessary to examine closely racially charged inequities. Rather than adhere to the problematic ideology of Obama as the embodiment of a &quot;post race&quot; nation, I propose an exploration of his identity and politics as those that encourage fluidity and cultural plurality without denying rightful acknowledgement of race as a viable political reality.
Finding Your &quot;Spanish Voice&quot; through Popular Media: Improving Students' Confidence and Fluency
Author: Garcia, Rebeca Maseda
Date: 2014-08-00
Type: Journal Articles
Subjects: Spanish,Language Fluency,Self Esteem,Mass Media,Second Language Learning,Second Language Instruction,Creativity,Learner Engagement,Outcomes of Education,Curriculum Design,Learning Motivation,Cultural Awareness,Interpersonal Communication,Teaching Methods,College Students

This article shares an innovative advanced course design that incorporates cultural connections and comparisons, interpersonal communication, and a relaxing classroom environment to facilitate learning and language development. By using authentic texts as the medium for learning, it provides a case example of an upper-division curriculum that focused on cognitive skills, elicited conversational dialogues, exposed and promoted the use of different registers, and tapped students' existing schema around stimulating topics to foster engagement, reflection and enthusiasm. We advance that a curriculum that focuses on the affective domain over discrete academic or grammatical objectives can develop students' sense of linguistic creativity and language ownership, thus improving their confidence and level of competency in the target language.