Author: Shirley Wankey BaumPublisher:
ISBN:
Category : Teacher-counselor relationships
Languages : en
Pages : 362
Book Description
A Study of Secondary School Counselor, Administrator, and Teacher Perceptions of the Counselor Role
Author: Shirley Wankey BaumPublisher:
ISBN:
Category : Teacher-counselor relationships
Languages : en
Pages : 362
Book Description
A Study of Student and Teacher Perceptions of the Role and Function of the Secondary School Counselor
Author: William Henry OstwaldPublisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 292
Book Description
An Investigation of the Perceptions of the Role of the Secondary School Counselor in the State of Wyoming by Administrators, Classroom Teachers, Counselors, Students, and Parents
Author: Albert D. BlakesleePublisher:
ISBN:
Category : Educational counseling
Languages : en
Pages : 204
Book Description
Discrepancies in the Perceptions of the Secondary School Counselor's Role as Reported by Administrators, Teachers, Counselors, and Students
Author: Donna Myers MillerPublisher:
ISBN:
Category : Counseling
Languages : en
Pages : 108
Book Description
School Personnel Perceptions of Professional School Counselor Role and Function
Author: Caron N. ColesPublisher:
ISBN:
Category : Educational counseling
Languages : en
Pages : 149
Book Description
A Study of Counselor, Principal, and Teacher Perception of the Role of the Secondary School Counselor
Author: Duane Richard LundPublisher:
ISBN:
Category : Counseling
Languages : en
Pages : 384
Book Description
A Survey of Administrator, Counselor, and Teacher Perceptions of the Role of the Guidance Program in Selected Edmonton Public High Schools
Author: Barbara J. MasseyTeacher Perceptions of the Professional School Counselor Role: Value, Effectiveness, and Collaborative Willingness
Author: Summer Marie ReinerPublisher:
ISBN: 9780549043829
Category :
Languages : en
Pages : 110
Book Description
The ASCA National Model represents a developmental, comprehensive counseling program that focuses on program foundation, delivery, management, and accountability (Campbell & Dahir, 1997). The ASCA National Model is believed to be dependent on collaborative relationships with other stakeholders. Teachers represent a powerful group of stakeholders, as they can influence the effectiveness of the school counseling program. In a national survey, high school teachers (n=401) were asked about their perceptions of school counselors. The focus of this research study was to ascertain: (a) the value teachers place on the appropriate role responsibilities and inappropriate role activities as described in the ASCA Executive Summary; (b) their perception of school counselor engagement in the appropriate responsibilities and inappropriate activities as described in the ASCA Executive Summary; (c) teacher willingness to collaborate with school counselors; and (d) their perception of school counselor willingness to collaborate with other stakeholders including teachers. This research revealed that there is still a need: (a) to increase teacher awareness on the role of the school counselor; (b) for school counselors to demonstrate their effectiveness; and (c) for school counselors to pursue collaborative relationships with teachers.
A Comparison of Counselor, Principal and Teacher Perceptions of the Role and Function of the School Counselor in Virginia Public Secondary School
Author: Rosemary A. ThompsonPublisher:
ISBN:
Category : Counseling in secondary education
Languages : en
Pages : 412
Book Description
Searching for a "true" Professional Identity
Author: Sherylanne Carole DiodatoPublisher:
ISBN:
Category :
Languages : en
Pages : 325
Book Description
This dissertation research examines and critiques the perceptions and lived experiences of urban secondary school counselors, administrators, and teachers on the roles of school counseling in urban education. The role of school counseling in urban education has been misunderstood for decades perpetuating tensions in the role, resulting in school counselors having much difficulty developing a "true" professional identity. Following one year of data collected through 30 school counselor, 8 administrator, and 24 teacher interviews, and American School Counselor Association curriculum analysis, I argue that the perceptions about the role of school counseling impact the professional identity of urban school counselors influencing their practice with their historically marginalized students. Specifically, the role definitions of school counselors that are embedded in the organizational identity contribute to the tensions in the role causing role ambiguity and intrapersonal and interpersonal role conflict for urban school counselors.