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Author: Deborah K. Buchanan Publisher: ISBN: Category : Languages : en Pages : 181
Book Description
The purpose of this quantitative, cross-sectional survey study was to compare school counselors's and principal's perceptions of the frequency with which school counselors perform activities that align with the ASCA National Model (ASCA, 2005) and those activities that do not, as measured by the School Counselor Activity Rating Scale (SCARS) (Scarborough, 2005). Results indicate that the school counselors and principals that participated in the study agreed that school counselors are spending most of their time engaged in activities that align with the ASCA National Model (ASCA, 2005). Significant differences (p
Author: Deborah K. Buchanan Publisher: ISBN: Category : Languages : en Pages : 181
Book Description
The purpose of this quantitative, cross-sectional survey study was to compare school counselors's and principal's perceptions of the frequency with which school counselors perform activities that align with the ASCA National Model (ASCA, 2005) and those activities that do not, as measured by the School Counselor Activity Rating Scale (SCARS) (Scarborough, 2005). Results indicate that the school counselors and principals that participated in the study agreed that school counselors are spending most of their time engaged in activities that align with the ASCA National Model (ASCA, 2005). Significant differences (p
Author: Beverly L. Booker Publisher: ISBN: Category : School management and organization Languages : en Pages : 230
Book Description
This study analyzed school principals and schools counselors use of collaboration in school settings. It compared school counselors and school principals' perception of the use of collaboration to promote student academic achievement. It further explored the factors perceived as promoting and impeding collaboration as well as persons with whom the school counselors and school principals collaborated. The subjects' reasons for collaboration were noted and their conceptual understanding and stated framework of collaboration were compared with the definition of collaboration as articulated in current research literature. Significant similarities of conceptual understanding and the framework for collaboration among the sampled population of school counselors and principals were found. Both school counselors and principals sampled in the study identified collaboration as "two or more parties working together toward a common goal to plan and implement a strategy for a problem or issue for the benefit of students." Their implementation of this definition did correlate with the relevant professional literature (American School Counselor Association 1998; Welch and Tulbert 2000). They also reported that school counselors and school principals do not collaborate with each other on a significant level. They ranked school social workers, school psychologists, and community agencies low among persons with whom they collaborated. Both sets of practitioners confirmed academic advisement and scheduling as being the primary reasons for collaboration, with issues of discipline being ranked second.
Author: Marybel Lafuente Ruiz Publisher: ISBN: Category : Languages : en Pages :
Book Description
Despite the development of the American School Counseling Association's National Standards for school counseling programs, the school counseling profession continues to struggle with role ambiguity and role conflict. In an effort to gain additional information regarding the school counselors' role, this study employed a research survey design to examine the principals' and counselors' perceptions of the school counselors' role and to investigate the similarities and differences between those perceptions. A purposeful sample of 141 public school principals and 149 counselors from elementary and secondary schools located within Region 4 in southeast Texas were solicited to complete a modified version of the School Counselor Activity Rating Scale (SCARS) (Scarborough, 2005). The researcher analyzed the data obtained from the SCARS by calculating frequency distributions and percentages for each statement of the SCARS to determine which activities were perceived by principals and counselors as most and least important. The findings of this study indicate the majority of principals and counselors have similar perceptions on 35 of the activities and differing perceptions on 15 of the activities measured on the SCARS.
Author: Benjamin K. Ruby Publisher: ISBN: Category : Counseling in elementary education Languages : en Pages : 105
Book Description
This qualitative study analyzed the perceptions of public school principals and assistant principals regarding the appropriateness of school counselor duty assignments. Perceptions of the participants were compared to the recommendations published in 2005 by the American School Counselor Association (ASCA) in its National Model. Further comparisons were made between the perceptions of elementary and secondary administrators. Participants (N=91) represented 15 of the 16 school districts in one south central county in Pennsylvania. A survey was used to collect data as well as subsequent interviews with 12 randomly-selected participants. Results indicated that although most participants rated themselves as only slightly familiar with the ASCA National Model, their perceptions regarding which counselor duties were important and which were not important matched the recommendations in the model. The duty ranked most differently by elementary and secondary principals was the delivery of classroom guidance lessons, which the elementary principals felt was much more important than the secondary principals. Although some non-counseling duty assignments were discovered during the data collection process, results indicated a very favorable outlook for school counselors who wish to comply with the ASCA National Model and implement an effective comprehensive guidance program for their school.
Author: David E. Herrington Publisher: ISBN: Category : Languages : en Pages : 18
Book Description
This comparative study examined the views of pre-professional counselor and administration candidates regarding the role of the school counselor. The Public School Counselor Role Ambiguity Questionnaire (PSCRAQ) scale was administered to 534 candidates to determine whether they viewed the school counselor as specialized professional or as staff to be assigned ever-changing duties by a principal. Significant differences in PSCRAQ scores between the two groups were found. The findings of this study suggest a need for greater emphasis in both preparation tracks to ensure that counselors and principals are well-grounded regarding the role of the school counselor. (Contains 2 tables.).
Author: American School Counselor Association Publisher: ISBN: 9781929289592 Category : Educational counseling Languages : en Pages : 152
Book Description
"The ASCA National Model reflects a comprehensive approach to the design, implementation and assessment of a school counseling program that improves student success. The publication defines the school counselor's role in implementation of a school counseling program and provides step-by-step tools to build each componenet of your school counseling program, including defining, managing, delivering and assessing. This fourth edition reflects current education practices, aligns with the ASCA Mindsets & Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student and the ASCA professional standards & competencies and assists school counselors in developing an examplary school counseling program"-[P. 4], Cover.
Author: Deborah K. Buchanan
Author: Deborah K. Buchanan
Author: Beverly L. Booker
Author: Judith Kitchens Quinif
Author: Marybel Lafuente Ruiz
Author: Chester Matthew Rispoli
Author: Charles H. Woodward
Author: Benjamin K. Ruby
Author: David E. Herrington
Author: American School Counselor Association
Author: Jerry Dragan