Impact of School Counselors' Use of Deliberate Practice and Accountability Measures on Perceived Levels of Self-Efficacy and Student Academic Success PDF Download
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Author: Allison Paolini
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This study examined the degree and frequency to which school counselors' utilized accountability measures and deliberate practice and their impact on perceived levels of counselor self-efficacy, as well as, perceived levels of student academic success. This study attempted to answer several critical questions regarding school counselor accountability and deliberate practice. It assessed the relationship between receipt of formal training in the American School Counseling Association Model (ASCA) or another counseling model and likelihood of using ASCA principles, the relationship between years of work experience and use of accountability measures and deliberate practice, the relationship between use of accountability measures and deliberate practice on perceived levels of counselor self-efficacy, and the relationship between use of accountability measures and deliberate practice on perceived levels of student academic success; that is the degree to which counselors' believe their services impact students' outcomes. This study included a national sample of 1,084 currently practicing school counselors who were members of ASCA and responded to a web-based survey on school counselor practices. Three of the four hypotheses were either partially or fully supported and one hypothesis was unsupported by the findings. The first hypothesis was fully supported in that participants who received formal ASCA training were found to be more likely to implement ASCA principles (accountability measures and deliberate practice) on a regular basis. The second hypothesis was unsupported by the findings, which indicated years of accumulative school counseling experience would be positively associated with use of ASCA principles.
Author: Allison Paolini
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This study examined the degree and frequency to which school counselors' utilized accountability measures and deliberate practice and their impact on perceived levels of counselor self-efficacy, as well as, perceived levels of student academic success. This study attempted to answer several critical questions regarding school counselor accountability and deliberate practice. It assessed the relationship between receipt of formal training in the American School Counseling Association Model (ASCA) or another counseling model and likelihood of using ASCA principles, the relationship between years of work experience and use of accountability measures and deliberate practice, the relationship between use of accountability measures and deliberate practice on perceived levels of counselor self-efficacy, and the relationship between use of accountability measures and deliberate practice on perceived levels of student academic success; that is the degree to which counselors' believe their services impact students' outcomes. This study included a national sample of 1,084 currently practicing school counselors who were members of ASCA and responded to a web-based survey on school counselor practices. Three of the four hypotheses were either partially or fully supported and one hypothesis was unsupported by the findings. The first hypothesis was fully supported in that participants who received formal ASCA training were found to be more likely to implement ASCA principles (accountability measures and deliberate practice) on a regular basis. The second hypothesis was unsupported by the findings, which indicated years of accumulative school counseling experience would be positively associated with use of ASCA principles.
Author: Allison Paolini
Publisher:
ISBN: 9783659230332
Category :
Languages : en
Pages : 0
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Book Description
Author: Carolyn B. Stone
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 148
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Book Description
" School Counselor Accountability A MEASURE of Student Success "Second Edition Carolyn B. Stone and Carol A. Dahir Practical Strategies for Building Accountability. This book provides strategies for designing and implementing accountability as a cornerstone of a school counseling program. Based on an action research model, it provides school counselors with methods to connect to the mission of schools and MEASURE the school counselors' contributions to student success. Learn how to lead, advocate, and collaborate with colleagues. Learn strategies for building accountability standards into counseling programs. Learn how to design and implement accountable programs and how to measure and report results. In this edition you will find: A simple step-by-step process for school counselors to connect their work with the expectations of school improvement and accountability Discussion of how to create data-driven school counseling programs and make data-driven decisions A proven method of linking school counseling to the instructional program and student achievement Action research techniques that can be used to measure school counseling effectiveness Fifteen MEASURE action plans submitted by practicing counselors Separate sections on urban and suburban systems "The information is presented in a way that will help the students think differently about accountability... The framework provided by [the] MEASURE [model] serves as a recipe for achieving success." "Phyllis Hallberg, Florida International University" "This gives life to the accountability concept now required in the school counseling profession... The key strength of this work is the presentation of a concrete model for bringing about systemic change in schools using data." "Susan Norris Huss, Bowling Green State University" To view the website that accompanies this text, please go to http: //www.prenhall.com/stone.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Substance use has the potential to impact a student's academic success; however, school counselors are in a position to intervene and provide support to these students to potentially mitigate the impact of the students' use. Research shows that school-based interventions are effective in reducing substance use, but school counselors may not feel clinically prepared to provide these services. A random sample of school counselors in the state of Virginia practicing at the middle and high school level completed a survey regarding their feelings and perceptions of substance use intervention and support, including their self-efficacy to provide services, level of training, and views of the need within their schools. The data were compared to results from research conducted by Dassira (2019) investigating substance use intervention and support of school psychologists practicing in Virginia. Data suggests that despite graduate training in substance use intervention, the majority of school counselors do not feel prepared to intervene with students. The majority of participants also see a need in their schools for increased services, and do believe providing interventions is in their role as a school counselor. The results support increasing substance use screening and intervention in schools, as well as promoting increased training and collaboration between school professionals.
Author: Larry C. Loesch
Publisher: Caps Press
ISBN:
Category : Education
Languages : en
Pages : 284
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Book Description
This text addresses the critical need for today's school counselors to be accountable. Straight to the point and practical, The Accountable School Counselor demonstrates understanding of the demands on school counselors. Designed for easy implementation, this book offers resources, specific measures, and a system useful for counselors who are intent on achieving the benefits of accountability. The authors have expertly taken the ASCA National Model and developed a guide for easy implementation of accountability measures. Learn the aspects of accountable school counseling, including: *How accountable, comprehensive school counseling programs benefit counselors, students, teachers, schools, and communities, *How to identify stakeholders and facilitate stakeholder access to the information required for understanding and appreciating the effectiveness of school counseling programs, and *How counselors can measure and communicate outcomes effectively to stakeholders.
Author: Katina Bookard
Publisher:
ISBN:
Category : Educational counseling
Languages : en
Pages : 112
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Book Description
The purpose of this correlational study was to test to see if there was a relationship between time reduction of the roles and responsibilities of a school counselor and the Response to Intervention (RTI) process in an elementary school setting. This study examined the perceived effects of the RTI process on the roles and responsibilities of a school counselor. This study will looked at the perception of self- efficacy of school counselors and if they feel they are being effective to the students they serve. School counselors from elementary schools in North Carolina completed the Concerns-Based Adoption Model of the Stages of Concern questionnaire that accesses information about people's attitudes, reactions, or feelings about a program or practice. School counselors are known for only dealing with social and emotional problems of students in schools across the country. After the No Child Left Behind (NCLB) act, every educator in the school has been given the responsibility of teaching academics in K-12 schools including school counselors. The majority of the time, school counselors lead or participate in problem solving teams which give them the opportunity to fulfill the requirement of reaching students academically. NCLB and RTI reflect the same goal of providing a high quality education for every child. RTI is a multi-tiered approach to help struggling learners. Using student outcome data, RTI can be used to make decisions about interventions needed for students to improve academically. The finds from this study indicated a positive correlation between the criterion variable (RTI process) and time reduction, perception of self-efficacy, and academic achievement. There was no significance with Exceptional Children's referrals and placement of Exceptional Children's placement.
Author: Robert J. Sternberg
Publisher: IAP
ISBN: 160752516X
Category : Education
Languages : en
Pages : 271
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Book Description
The Other Three R’s model began as an American Psychological Association (APA) initiative, sponsored by Robert J. Sternberg, IBM Professor of Psychology and Education at Yale University and Past President of the APA. For both this initiative and this edited volume, Sternberg assembled a diverse team of experts who identified reasoning, resilience and responsibility as three learnable skills that, when taken together, have great potential for increasing academic success. The authors of this volume present in detail their evidence-based arguments for promoting TOTRs in schools as a way to optimize student success.
Author: Cindy Topdemir
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
ABSTRACT: This study focused on school counselor accountability practices. The role of the school counselor is changing and the need to be more accountable is now here. This study attempted to answer several critical questions regarding school counselor accountability. It examined the degree to which school counselors use accountability measures, to what extent they believed certain accountability practices were deemed helpful to their school counseling program, and what they believed their barriers were. Accountability is a "hot" topic in present school counseling literature; but little research has been done up to this point investigating these issues related to school counselor accountability nor school counselors' perceptions and beliefs about them. This study attempted to delve into those perceptions and beliefs. Participants were members of state school counseling associations from across the United States. Three hundred seventy-five school counselors participated. Of those, 70.2% were currently using accountability practices. A total of 47.4% of the participants report presently being required to implement accountability practices. The most frequently reported barrier to accountability practices was that it was "too time consuming." The most frequently reported type of assistance desired from professional organizations or university programs was training. Support was reported most frequently as the type of assistance desired from school systems. Results from other analyses are also included. Limitations, implications, and suggestions for further research are provided.
Author: Chaiqua Andrette Harris
Publisher:
ISBN:
Category :
Languages : en
Pages : 134
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Book Description
Student academic success is a primary concern for schools across the nation. Administrators, school counselors, teachers, and community leader's work together to increase success levels among students K-12. Various studies throughout history have sought to determine the many variables that contribute to academic success. The purpose of this study was to continue adding to the literature base in an effort to identify areas that could impact student academic success. In particular, this study examined whether academic self-efficacy, ethnic identity, sex, and socioeconomic status reliably predicted academic performance among students in Grades 6, 7, and 8. Using a non-experimental, quantitative design, this correlational research study explored the relationships of several variables (academic self-efficacy, ethnic identity, sex, and socioeconomic status) with academic performance of 6th, 7th, and 8th grade adolescents. Grade point averages and scores from the Mississippi Curriculum Test, Second Edition (MCT-2) were obtained from each student's cumulative record. Students completed the Morgan-Jinks Student Efficacy Scale (Jinks & Morgan, 1999) and the Multigroup Ethnic Identity Measure (Phinney, 1999). Scores from these two assessments, grade point averages, and scores from the MCT-2 were entered into SPSS. After analyzing results with a multiple linear regression analysis, the researcher concluded that a final model, with the two variables of academic self-efficacy and sex, was statistically significant. The researcher concluded that academic self-efficacy and sex might act as buffers for the impact of ethnic identity and socioeconomic status on student academic performance. Results indicated that those students who had higher academic self-efficacy levels had higher grade point averages and MCT-2 levels. Furthermore, differences in sex also play a pertinent part in student academic performance, with girls demonstrating both higher grade point averages and MCT2 scores than boys. Using information gained from this study, school counselors may want to specifically address academic self-efficacy when working with students who are performing poorly academically. Classroom guidance, individual counseling, and small group counseling are the perfect avenues to specifically target this area with students. School counselors may also wish to host developmental workshops geared towards faculty, staff, and parents so that additional revisions can be made in other environments.
Author: Jihyun Lee
Publisher: Routledge
ISBN: 1317278178
Category : Education
Languages : en
Pages : 133
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Book Description
It is becoming increasingly clear that non-cognitive psychological processes are important for students’ school achievement, even to the point where their influence may be stronger than that exerted by the parents, teachers, or the school atmosphere itself. Non-cognitive psychological variables refer to varieties of self-beliefs and goal orientations – such as anxiety, confidence, self-efficacy, and self-concept – which are often seen as dispositional and motivational in nature. It is particularly important to highlight the role that confidence and self-efficacy play in school achievement, as these two self-beliefs are related to metacognitive processing – the awareness of what you know and what you do not know. Self-concept, meanwhile, tends to exert its influence on an individual’s choice of tertiary level courses. This book suggests that by focusing on students’ self-beliefs, the education system may be in a position to improve cognitive performance, since individual students’ self-beliefs may be more malleable than the cognitive processes involved in acquiring academic knowledge. Focusing on these non-cognitive psychological processes is also likely to be more effective in improving performance than system-wide interventions involving changes in policy for both public and private sector educators. This book will be useful to educational researchers, school leaders, administrators, counsellors, and teachers, in guiding students’ attitudes towards learning and school performance. It will also provide students in psychology and education with broad and nuanced insights into the drivers of school achievement. This book was originally published as a special issue of Educational Psychology.
