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Full-Text Articles in Education
An Analysis Of The Reconceptualizing The Achieving Success Everyday Group Counseling Model, Norma L. Day-Vines
An Analysis Of The Reconceptualizing The Achieving Success Everyday Group Counseling Model, Norma L. Day-Vines
Journal of School-Based Counseling Policy and Evaluation
This article provides an evaluation of Steen et al.’s (2023) systematic review of group counseling interventions with Black male students. The article highlights strengths of the review including the effort to center the specific and unique needs of Black male students, the avoidance of comparative frameworks, and the use of critical race theory as an organizing principle so researchers do not problematize Black boys, the social and cultural heterogeneity of Black boys. Recommendations for future research include the consideration of students’ intersectional identities and studies that exhibit more methodological rigor.
A Commentary Response To The Article Reconceptualizing The Achieving Success Everyday Group Counseling Model To Focus On The Strengths Of Black Male Middle School Youth, Kristopher M. Goodrich
A Commentary Response To The Article Reconceptualizing The Achieving Success Everyday Group Counseling Model To Focus On The Strengths Of Black Male Middle School Youth, Kristopher M. Goodrich
Journal of School-Based Counseling Policy and Evaluation
The purpose of this commentary is to review the article Reconceptualizing the Achieving Success Everyday Group Counseling Model to Focus on the Strengths of Black Male Middle School Youth. In the commentary, the author complements the article authors on their strong foundation of critical race theory, their attention to the current status of scholarship surrounding Black middle school students, as well as their notes about the need for more rigorous methodology in the future. The commentary author offers the article authors suggestions surrounding how they may better situate the Achieving Success Everyday group model for readers less familiar with it …
Disrupting White Hegemony: A Critical Shift Toward Empowering Black Male Youth Through Group Work, Caroline Lopez-Perry
Disrupting White Hegemony: A Critical Shift Toward Empowering Black Male Youth Through Group Work, Caroline Lopez-Perry
Journal of School-Based Counseling Policy and Evaluation
Despite the unique and pressing needs of Black male students in schools, there has been a significant gap in the availability of culturally responsive group counseling models to support and empower this population. In this commentary article, I discuss the theory and research underlying the ASE group model for Black male middle school youth. Drawing on Steen et al. (2023) use of Critical Race Theory for reconceptualizing the ASE group model, I expound on the concept of white hegemony in school counseling. School counselors may unconsciously impose white cultural norms and values on students, hindering the effectiveness of the ASE …
The Global Pandemic As Learning Opportunities About The World: Extending School Curriculum, Bogum Yoon
The Global Pandemic As Learning Opportunities About The World: Extending School Curriculum, Bogum Yoon
Middle Grades Review
The purpose of this essay is to offer middle grades educators with suggestions on promoting students’ global perspectives by using the international pandemic as a main topic during and after the COVID-19 crisis. The outbreak of the coronavirus has affected individuals’ lives and education around the world including the United States. This phenomenon invites educators to work with students for deepening their understanding about the interconnected world as global citizens. Yet, education about the world is severely lacking. There is little in-depth discussion on how educators can help young adolescents to learn this interconnected world concept by using the current …
Using The Cornell Note-Taking System Can Help Eighth Grade Students Alleviate The Impact Of Interruptions While Reading At Home, Bradley Evans, Christopher Thomas Shively
Using The Cornell Note-Taking System Can Help Eighth Grade Students Alleviate The Impact Of Interruptions While Reading At Home, Bradley Evans, Christopher Thomas Shively
Journal of Inquiry and Action in Education
A large group of eighth-grade social studies students (N=-101) received instruction and practice using the Cornell note-taking system and were assigned to one of three note-taking groups or one non-note-taking group. Students were asked to read an article about persuasion and use their assigned note-taking system to take notes at home. A 10-question multiple choice reading comprehension test and questionnaire were given. A one-way ANOVA found a significance in the group’s means and a Tukey HSD found significant differences between each note-taking group and the non-note-taking group. The students’ self-reported feelings of preparedness, their time spent reading and taking notes, …