Master's of Education in Professional School Counseling by Lee Hunter

ARTICLE #1: Cell Phone Use Policies in US Middle and High Schools

lhunter9_1 — 2024-11-25 01:30:35 UTC

SUMMARY: Cell phone use in middle and high schools is a concern among educators, administrators, and parents. The usage of these devices is negatively associated with academic achievement and social-emotional issues within this vulnerable student population. This article discusses and studies cell phone use and policies in schools nationwide.

Participants in study: Middle and high school students in US

Intervention implemented: Data collected from a survey

How did the study measure if it worked or not? Through analysis of survey data

CITATION:

Tandon, P. S., Zhou, C., Hogan, C. M., & Christakis, D. A. (2020). Cell Phone Use Policies in US Middle and High Schools. JAMA network open, 3(5), e205183. https://doi.org/10.1001/jamanetworkopen.2020.5183

ARTICLE #2: Cell Phones, Student Rights, and School Safety: Finding the Right Balance

lhunter9_1 — 2024-11-25 01:52:47 UTC

SUMMARY: This article discusses the possible negative ramifications of integrating cell phone usage into classrooms. It includes discussions of cell phones' contributions to the rise in cyberbullying, cheating, improper internet searches, and sexting as well as the difficulty of enforcing the reduction of usage due to policies regarding student rights.

Participants in study: Middle and high school students in US

Intervention implemented: Review of literature and litigation on students' use of cell phones in school

How did the study measure if it worked or not? Through a study of literature, the researchers determined that the dangers of cell phone use in school far outweigh any potential benefits.

CITATION:

Smale, W.T., Hutcheson, R., & Russo, C. J. (2020). Cell phones, student rights, and school safety: Finding the right balance. Canadian Journal of Educational Administration and Policy, 195, 49–64. https://files.eric.ed.gov/fulltext/EJ1287931.pdf

ARTICLE #3: Evidence For and Against Banning Mobile Phones in Schools: A Scoping Review

lhunter9_1 — 2024-11-25 02:16:03 UTC

SUMMARY: This article discusses the debate surrounding the consequences of cell phone usage in schools. It highlights the issues of cyberbullying, academic outcomes, as well as mental health and well-being.

Participants in study: Australian school-age children

Intervention implemented: Review of pros and cons of banning cell phones in schools through literature search and research questions

How did the study measure if it worked or not? Using data extracted from the studies

CITATION:

Campbell, M., Edwards, E. J., Pennell, D., Poed, S., Lister, V., Gillett-Swan, J., Kelly, A., Zec, D., & Nguyen, T.-A. (2024). Evidence for and against banning mobile phones in schools: A scoping review. Journal of Psychologists and Counsellors in Schools, 34(3), 242-265. https://doi.org/10.1177/20556365241270394

ARTICLE #1: How the Culture in School Counseling Programs Shapes College-Going Outcomes: Do the Effects Vary by Race?

lhunter9_1 — 2024-11-25 02:32:29 UTC

SUMMARY: This article discusses the role of school counselors in college access for students of color and makes it clear how important the counselor/student relationship is for this particular marginalized community regarding access to college.

Study participants: US high school 12th-graders from marginalized groups

Intervention implemented: Use of national longitudinal data

How did the study measure if it worked or not? Analysis of longitudinal data from 9, 170 students

CITATION:

Bryan, J., Kim, J., & Liu, C. (2023). How the Culture in School Counseling Programs Shapes College-Going Outcomes: Do the Effects Vary by Race? Professional School Counseling, 27(1a). https://doi.org/10.1177/2156759X231153392

ARTICLE #2: Supporting Marginalized Students in Counselor Education and Supervision Programs

lhunter9_1 — 2024-11-25 02:32:42 UTC

SUMMARY: This article discusses the importance of advocacy for marginalized students in school counseling. Since many children and adolescents from these groups face counseling stereotypes, few seek these services at school. The researchers contend that it is imperative that school counseling professionals use existing programs, such as mentorships, to further social justice for these students.

Study participants: Students from diverse and underrepresented backgrounds

Intervention implemented: Use of one of the existing programs to match marginalized students with a mentor

How did the study measure if it worked or not? Students sought post-graduate degrees

CITATION:

Spellman, K., Dillenbeck, J., Edwards, N. N., & Bohecker, L. (2021). Supporting marginalized students in counselor education and supervision programs. Journal of Counselor Leadership and Advocacy. https://doi.org/10.1080/2326716X.2021.2007429

ARTICLE #3: White School Counselors Becoming Racial Justice Allies to Students of Color: A Call to the Field of School Counseling

lhunter9_1 — 2024-11-25 02:32:53 UTC

SUMMARY: The author addresses the imbalance of white school counselors and the minority groups they serve. She further discusses the need of white counselors to be self-aware and to recognize the need for greater advocacy for students of color in order to develop a positive connection with these students.

Study participants: White school counselors

Intervention implemented: The ASCA National Model

How did the study measure if it worked or not? White school counselors will explore their own racial identity in order to be more conscious of the role that race plays

CITATION:

Moss, L. J., & Singh, A. A. (n.d.). White school counselors becoming racial justice allies to students of color: A call to the field of school counseling. Journal of School Counseling., 13(5), 2-29. http://www.jsc.montana.edu/articles/v13n5.pdf

ARTICLE #1: Test anxiety and a high-stakes standardized reading comprehension test: A behavioral genetics perspective

lhunter9_1 — 2024-11-25 02:33:04 UTC

SUMMARY: Researchers discuss the incidence of text anxiety, specifically in standardized reading comprehension assessments, in school-age children. Specifically, they studied how genetic and environmental factors contribute to the relationship between test anxiety and reading comprehension. They discovered that intrusive thoughts, autonomic reactions, and off-task behaviors due to test anxiety were the biggest culprits of low test scores, rather than a lack of knowledge on the subject.

Study participants: 426 sets of twins from the Florida Twin Project on Reading

Intervention implemented: Standardized reading tests

How did the study measure if it worked or not? Researchers analyzed data including test scores and questionnaires given to study participants.

CITATION:

Wood, S. G., Hart, S. A., Little, C. W., & Phillips, B. M. (2016). Test anxiety and a high-stakes standardized reading comprehension test: A behavioral genetics perspective. Merrill-Palmer quarterly (Wayne State University. Press), 62(3), 233–251. https://doi.org/10.13110/merrpalmquar1982.62.3.0233

ARTICLE #2: Test anxiety: Is it associated with performance in high-stakes examinations?

lhunter9_1 — 2024-11-25 02:33:13 UTC

SUMMARY: This study discusses text anxiety and its correlation to academic achievement and high stakes testing. Despite the fact that many studies and literature support the correlation, this author believes that there is no clear relationship between the two.

Study participants: 15 year-old students

Intervention implemented: Standardized test

How did the study measure if it worked or not? Data from questionnaires, survey, and test scores were measured to determine if the author's hypothesis was correct.

CITATION:

Jerrim, J. (2022). Test anxiety: Is it associated with performance in high-stakes examinations? Oxford Review of Education, 49(3), 321–341. https://doi.org/10.1080/03054985.2022.2079616

ARTICLE #3: Test Anxiety: Prevalence, Effects, and Interventions for Elementary School Students

lhunter9_1 — 2024-11-25 02:33:27 UTC

SUMMARY: The author discusses a common stressor for many students, high stakes testing. She defines text anxiety, identifies the effects of and the consequences of ignoring it. Finally, she puts forth ideas for reducing and even eliminating this stressor for school age children in order to lesson or prevent long term effects of this anxiety.

Study participants: School age children

Intervention implemented: Intervention programs to lesson test anxiety

How did the study measure if it worked or not? Through questioning, interviews, and data analysis

CITATION:

Talbot, L. (2016). Test anxiety: Prevalence, effects, and interventions for elementary school students. James Madison Undergraduate Research Journal, 3(1), 42-51. Retrieved from http://commons.lib.jmu.edu/jmurj/vol3/ iss1/5/.