ethanporcaro/eric-fulltext-meta huggingface dataset:
School Counselor Educators&apos; Reactions to Changes in the Profession: Implications for Policy, Evaluation, and Preparation
Author: Betters-Bubon, Jennifer
Date: 2021-12-00
Type: Journal Articles
Subjects: School Counselors,Counselor Educators,Counselor Training,School Counseling,Teacher Attitudes,College Faculty,Change,Counseling Services,Professional Identity,Advocacy,Guidelines,Educational Policy,Phenomenology

In this transcendental phenomenological study and related data analysis (Creswell &amp; Poth, 2018; Moustakas, 1994), authors explored school counselor educators' perceptions regarding recent changes in the profession. Through six focus groups, participants (n = 29) shared their experience, resulting in four themes: (a) range of reactions to changes in the field; (b) school counseling is less valued in the counseling profession; (c) inconsistent school counselor educator identity; (d) ardent advocacy. Authors discuss implications for school counselor preparation, identity, policy, and advocacy within an ecological framework and the need for additional national and international research.
A Practical Guide to Literature Reviews and Research Questions for School-Based Counselors
Author: Ohrt, Jonathan
Date: 2021-12-00
Type: Journal Articles
Subjects: Literature Reviews,School Counseling,Journal Articles,Research,Research and Development,Theory Practice Relationship

School-based counselors and counselors-in-training need to be active consumers of high-quality research in order to incorporate research-supported strategies into their school counseling practice. One way to become familiar with current research is through peer-reviewed journal articles. In order for school-based counselors to effectively translate what they have read in an article into counseling practice, they need to be able to assess the quality of what they are reading. In this article we provide counselors and counselors-in-training with a brief resource to constructively evaluate the quality of literature reviews as well as the research questions of an empirical study. We provide a case example and discuss practical application.
Gains in the Education of Mathematics and Science: A Summer Program Designed to Address Systemic Inequities and Barriers to STEM Pathways
Author: Brown, Holly K. M.
Date: 2020-08-00
Type: Journal Articles
Subjects: Mathematics Achievement,Science Achievement,Summer Programs,Equal Education,Barriers,Disproportionate Representation,Learner Engagement,Authentic Learning,High School Students,Middle School Students,Mentors,Learning Activities,Program Evaluation

Educational inequity is widely prevalent in United States (U.S.) public schools and creates barriers to STEM education for underserved and underrepresented populations, including racial minority, low-income, and first-generation college students. Scientists at the Walter Reed Army Institute of Research (WRAIR) recognized a need in its community, the greater Washington, DC metropolitan area, to improve access to high-quality STEM education, and founded the WRAIR Gains in the Education of Mathematics and Science (GEMS) program for this purpose. In pursuit of this goal, the GEMS program engages students using innovative learning strategies and authentic STEM experiences with the hopes of fostering interest in STEM and motivating more underserved and underrepresented students to persist in STEM education and career pathways. By 1995, WRAIR scientists began investigating how to bring science-enthusiastic but novice high school (HS) students into their laboratories where they could be mentored, along with providing a stipend to mitigate financial barriers; importantly, this process was funded by two Science Education Partnership Awards from 2001-2006. Each year, WRAIR's GEMS program now guides about 600-700 local middle and HS students to take part in hands-on, inquiry-based STEM laboratory investigations led by undergraduate &quot;near peer mentors&quot; (NPMs), so named due to their close age to participants. GEMS is now sustained at 14 sites nationwide through the U.S. Army Educational Outreach Program, and serve about 4,000 students and near-peer mentors annually. Recent evaluations of the program explore service to underrepresented groups in STEM and growth of the local program. Further evaluation of the nationwide programs reveals positive student feedback, especially regarding working with NPMs and hands-on learning.
Student Social Class Identity Development: A Perspective on Dual Credit Programming
Author: Horton, Alexandrea
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Class,Self Concept,Adolescents,Dual Enrollment,High School Students,Educational Policy,Policy Formation

Student social class identity development is a relatively unexamined aspect of student identity development throughout adolescents' educational experiences. Negative student social class identity development amongst low-social class adolescent students is increasing along with the growth of dual credit programs. This article will first discuss several negative and positive influences of dual credit programs on adolescent students' social class identity development. Suggestions of specific dual credit program procedures that may help encourage a more positive social class identity development amongst low-social class students will follow.
Teacher Enrichment Initiatives: Supporting Teachers Who Are at the Frontline of Our Nation&apos;s Future
Author: Fordtran, Chase W.
Date: 2020-08-00
Type: Journal Articles
Subjects: STEM Education,Relevance (Education),Faculty Development,Elementary Secondary Education,Enrichment Activities,Teacher Collaboration,Teacher Competencies,Grants,Conferences (Gatherings),Partnerships in Education,School Community Programs,Experiential Learning,Career Readiness

Teachers are charged with connecting classroom science to real-world applications; however, opportunities for teachers to experience real-world applications in the life and biosciences are limited. When provided the opportunity to engage in hands-on learning experiences, teachers' capacity to connect classroom activities to real-world applications increases. Through partnerships within the local STEM Ecosystem, the Teacher Enrichment Initiatives (TEI) provides teachers with experiences that enable them to strengthen the connections between classroom science and careers. Over the course of TEI's 25+ years, these collaborations between our teachers and partners have resulted in the production of over 350 individual hands-on, inquiry-based curriculum activities. In addition, the TEI has played a pivotal role in the growth of the STEM workforce by disseminating best practices and providing teacher professional development (TPD) experiences designed to improve teacher knowledge of STEM career options and the associated educational pathways for their students while enhancing teacher professionalism. Since 2011, the TEI has hosted 15 TPD conferences and 300 workshops with over 1,800 K-12 teachers participating annually. The number of students impacted through teacher participation exceeds 300,000, covering all grade levels. To date, over 83 scientists, engineers, and STEM-career professionals have participated in TEI sponsored events.
Improving Teacher Evaluation by Walking the Talk of Standards-Based Grading: Communicating Educator Growth Using Proficiency Scales
Author: Lang, Chad
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Academic Standards,Grading,Educational Change,Growth Models,Rating Scales,Teacher Effectiveness,Reflective Teaching

Teachers and school leaders frequently express a disconnect in the purpose and importance of teacher evaluation, particularly as it relates to educator growth. At the same time, some schools are beginning to communicate student growth through a standards-based grading philosophy. One way schools might &quot;walk the talk&quot; of their grading reform efforts designed to communicate student growth is through the use of proficiency scales to prioritize growth in teacher evaluation. This paper describes implications of simultaneously utilizing a growth model for teacher evaluation and a student growth model via standards-based grading.
Examining Variation in Compliance to a New School Counselor Policy by School and School Counseling Program Variables
Author: Lancaster, Chloe
Date: 2021-12-00
Type: Journal Articles
Subjects: School Counselors,Counselor Client Ratio,State Policy,Public Schools,Elementary Schools,Secondary Schools,Compliance (Legal)

To address a gap in the research, we conducted a policy evaluation to investigate if a recent state policy change had met its intended goals to decrease school counselor ratios and increase their time with students. Participants included 143 PK-12 public school counselors in one state in the southeastern region of the United States. Results of this statewide study revealed: (a) a decline in ratios pursuant to policy adoption; (b) less non-counseling duties when following the policy; and (c) elementary level school counselors were more likely to meet policy guidelines as compared to secondary school counselors. School counselors who reported that they were not able to implement the policy attributed this to a lack of support. This exploratory study indicates that statewide policy can impact.
Inclusive First-Year Orientation Programs Involving Undergraduates with Intellectual Disability: Exploring Barriers and Belonging
Author: Schroeder, Elizabeth T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,School Orientation,College Freshmen,Students with Disabilities,Intellectual Disability,Barriers,College Environment,Student Experience,Undergraduate Students,Student Personnel Services,Interaction,Proximity,Student School Relationship,Interpersonal Relationship,Student Interests,Peer Relationship,Group Dynamics,Program Content,Student Characteristics,Attitudes toward Disabilities,Program Effectiveness,College Faculty

As increasing numbers of colleges establish inclusive postsecondary education programs, it is important to explore how students with intellectual disability are supported in all aspects of campus life. The present study focused on inclusive first-year orientation programs from the vantage point of 16 student group leaders, faculty group leaders, and students with intellectual disability. The researchers used individual interviews to examine how participants described, experienced, and supported the concept of belonging within the context of these semester-long, inclusive groups. Belonging was seen as a multi-dimensional concept that is neither automatically experienced nor fostered without challenges. However, efforts to support belonging were seen as having a reciprocal and sometimes substantial benefit. Implications for inclusive postsecondary education programs and disability services staff are discussed, as well as recommendations for future research.
How Did We Get Here? One District&apos;s Approach to Device Assisted Learning Technology Implementation
Author: O'Shea, Cailen M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,Electronic Learning,Public Schools,School Districts,Program Implementation,Technology Planning,Elementary Secondary Education

The COVID-19 pandemic necessitated the importance of online and device-assisted learning. What was demonstrated at this time was how prepared districts were to make this transition. Lincoln Public Schools, in Lincoln, Nebraska, was one district that successfully planned and implemented device-assisted learning technology into their school system ahead of the pandemic. This study sought to better understand the process that district leadership enacted to inform practice on developing a technology plan and its implementation. The study's findings show that five key elements are required for successful replication: (a) shared goals, (b) right people and right-fit, (c) cross-communication, (d) implementation, and (e) growth and support. This article serves as a practitioner's guide to implementation as many districts across the country are still trying to figure out how best to serve their students and families.
Effective Instructional Leadership Practices in High Performing Elementary Schools
Author: Sanchez, Jesse
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Instructional Leadership,High Achievement,Elementary Schools,Principals,Academic Achievement,Elementary Secondary Education,Educational Legislation,Federal Legislation,Low Income Students,Administrator Attitudes,Teacher Administrator Relationship

The purpose of this study was to investigate the connection between principals' instructional practices and student achievement. A phenomenological case study examined 13 Title I elementary schools in central California that exhibited a) a high percentage of students from poverty, b) higher than average state assessment results, and c) principals that remained in their schools for 3 years or more during the same time period. The study analyzed instructional leadership practices (ILP) and the monitoring tools used by the principals and its effect on student achievement. The impact of this study provides a model for ILP of principals that can be incorporated into their daily habits that provide opportunities for instructional changes that can lead to increased student achievement.
The Critical Need for Peer Clinical Supervision among School Counselors
Author: Brott, Pamelia E.
Date: 2021-12-00
Type: Journal Articles
Subjects: Peer Relationship,Clinical Experience,School Counselors,Supervision,Educational Change,Counselor Training,Educational Policy

The ongoing need for clinical supervision of practicing school counselors in the United States has reached a critical point. Given the acute mental health needs of children and adolescents, staggering caseloads, and pandemic repercussions, school counselors often receive insufficient clinical support. Clinical supervision is necessary to safeguard against burnout, promote ethical practice, and encourage continual skill development for school counselors worldwide. Unfortunately, there remains a lack of available clinical supervision, trained supervisors, and practice-based strategies for providing consistent quality supervision for post-master's school counselors. The authors present a rationale for peer clinical supervision of practicing school counselors in the United States and globally. Recommendations are provided for practitioners and stakeholders to be actively involved in strengthening the professional practice of school counselors worldwide through peer clinical supervision.
An Examination of Principal Professional Development and Its Alignment to Professional Standards and Professional Development Constructs
Author: Rodriguez, Suzanne
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Rural Areas,Faculty Development,School Districts,Professionalism,Alignment (Education),State Standards,School Administration,Administrator Attitudes,Elementary Secondary Education

Principals need and require specific professional development that is rigorous, effective, and aligned to professional leadership standards and effective professional development constructs. This case study examined the professional development strategies, and practices, used by school districts and their alignment to the California Professional Standards for Educational Leaders (CPSEL) and effective professional development constructs. School district administrators and principals representing the Southern San Joaquin Valley, a predominantly rural area of California, participated in this research via interviews and focus groups. This research is critical as rural areas are often underrepresented in educational research. The findings indicate a lack of intentional alignment of principal professional development with professional standards and professional development constructs. The findings call for districts to take an intentional approach to principal development that is aligned with these frameworks to ensure principals are provided with effective and rigorous support for their educational leadership, growth, and development.
Establishing Program Standards to Meet the Needs of Postsecondary Trade and Industrial Education
Author: Rubin, Beno
Date: 2021-12-00
Type: Journal Articles
Subjects: Trade and Industrial Education,Postsecondary Education,Standards,College Programs,Community Colleges,Program Development,Program Evaluation,Delphi Technique

The focus of this study was to develop standards that can be used for establishing and assessing high-quality postsecondary trade and industrial programs. A four-round Delphi technique was used to generate consensus regarding program standards. The panel of experts, comprised of postsecondary administrators of trade and industrial programs, was used to determine which program standards should guide the development and assessment of high-quality trade and industrial education programs. The result was a list of 17 standards and descriptions. The standards included Academic Integration, Advisory Committee, Curriculum, Employer Feedback, Faculty Qualifications, Meaningful Employment, Placement Rates, Program Design, Program Review, Safety, Soft Skills, Student Achievement of Industry Credentials, Student Assessment, Student Advancement, Student Remediation, and Tools and Equipment. Postsecondary administrators can use the results to develop and assess existing programs, as well as to guide the design of new programs that meet industry labor needs.
21st-Century Skillset Perceptions of Students in an Information Technology Career Academy Compared to Those at a Comprehensive School
Author: Fletcher, Edward C., Jr.
Date: 2021-12-00
Type: Journal Articles
Subjects: 21st Century Skills,Urban Schools,Magnet Schools,High Schools,Student Attitudes,Thinking Skills,Critical Thinking,Communication Skills,Interpersonal Competence,Self Management,Traditional Schools,Career Academies,Information Technology,High School Students,Skill Development,Student Characteristics

In this study, we compared the perspectives of students' 21st-Century competencies (critical thinking and communication, applied learning, and intrapersonal and interpersonal skills) based on participating in an urban magnet information technology (IT) career academy compared to a traditional, comprehensive high school. We utilized propensity score matching to match academy and comprehensive high school learners on various demographic variables. The propensity score matching resulted in 299 matched pairs (n = 598). Using the matched groups, we ran linear regression models to investigate the relationship between school participation and students' perceptions of their 21st-Century skill attainment. We found that when compared with their comprehensive school peers, academy students believed their schools significantly contributed more to their abilities to apply knowledge from their coursework to a real-world context. We found no significant differences in critical thinking and communication skills as well as intrapersonal and interpersonal skills. Our findings indicate that the nature of the curriculum and instructional strategies within a career academy are beneficial. These strategies include the use of curriculum integration, work-based learning, and project-based learning to increase the meaningfulness and relevancy of content.
Creating a Sustainable Partnership between a Science Center, University, and Local School Districts: A Retrospective on over 20 Years of Successful Programming and Partnership
Author: Chandran, Katie Busch
Date: 2020-10-00
Type: Journal Articles
Subjects: Secondary School Science,Science Laboratories,School Community Programs,Science Teaching Centers,Partnerships in Education,Science Instruction,STEM Education,College Role,College School Cooperation,Middle School Students,High School Students,Biotechnology,Genetics,Molecular Biology,College Students,Facilitators (Individuals),Program Effectiveness,Sustainability,Financial Support,Barriers

The University of Alabama at Birmingham (UAB) and the McWane Science Center have partnered for over 20 years to provide secondary students in Alabama opportunities to conduct inquiry-based, standards-aligned science labs. LabWorks (middle school) and GENEius (high school) programs offer multiple research laboratory experiences in which students explore molecular biology, physical science, genetics, engineering, anatomy, and forensic science, with associated summer professional development for teachers: BioTeach and GeoTeach. These programs each attract 3,000-4,000 participants annually. This partnership has been synergistic, allowing the science center to offer high-level secondary science programming, while giving the university a conduit into the K-12 world. Originally, these programs were developed through Howard Hughes Medical Institute funding, and then expanded through support from the National Institutes of Health, the National Science Foundation, and the US Department of Education. These programs have excited secondary students and teachers about science education and careers, provided authentic science experiences, and given teachers the opportunity to experience a model of learning that engages students in &quot;real science&quot; closely linked to their curriculum. For over 20 years, this unique, evolving partnership has increased the understanding of over 90,000 students and teachers relative to the opportunities that science and STEM careers hold.
A Strategy for Sustained Outreach in the Molecular Biosciences
Author: Baeten, Judy
Date: 2020-10-00
Type: Journal Articles
Subjects: Science Education,Molecular Biology,Biomedicine,Researchers,Outreach Programs,Middle School Students,High School Students,Chemistry,Biology,Middle School Teachers,High School Teachers,Partnerships in Education,Scientific Concepts,Models,Computer Peripherals,Research Projects,Program Administration,College School Cooperation

One goal of the NIH SEPA (Science Education Partnership Awards) program is to create partnerships among biomedical researchers, teachers and schools. The MSOE Center for BioMolecular Modeling (CBM) has leveraged the support from a series of SEPA awards to create a multifaceted outreach program that connects biomolecular researchers and their stories of active research with middle and high school teachers and the foundational concepts of chemistry and biology they teach. 3D printing is the enabling technology that supports this outreach program. For twenty years the CBM has pioneered the use of 3D printing to create physical models of proteins that engage teachers and students as active participants in the process of science, while at the same time allowing researchers to tell the story of their research project. Here we discuss the key components of our outreach program and how we have overcome challenges to sustaining the program for twenty years.