Nebraska School Counseling Improves Student Achievement

2013 ◽  
Keyword(s):  
Student Achievement ◽  
School Counseling

Data and Research that Matter: Mentoring School Counselors to Publish Action Research

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Erin C. M. Mason ◽  
Christy Land ◽  
Ian Brodie ◽  
Kathleen Collins ◽  
Claudia Pennington ◽  
...  
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Counselor Educators ◽  
Research Projects ◽  
Local School ◽  
Counseling Programs ◽  
School Counseling Programs

Data and research serve as powerful advocacy tools in highlighting the effectiveness of school counselors and school counseling programs. School counselor educators can be key mentors who support practitioners in sharing the findings of local school action research. This article focuses on four unique projects by school counselors that demonstrate specific outcomes in student achievement and the mentoring efforts in guiding the dissemination of their results. The authors discuss recommendations for school counselors and counselor educators based on the mentoring process and publishable action research projects.

A Social-Emotional Leadership Framework for School Counselors

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877300 ◽  
Author(s):  
Hannah Bowers ◽  
Matthew E. Lemberger-Truelove ◽  
Greg Brigman
Keyword(s):  
Student Achievement ◽  
Program Evaluation ◽  
School Counseling ◽  
School Counselors ◽  
Personal Growth ◽  
Social Emotional Learning ◽  
Behavioral Regulation ◽  
Social Emotional ◽  
Counseling Practice ◽  
Leadership Framework

Social-emotional learning (SEL) is an effective intervention focus associated with personal growth, student achievement, and behavioral regulation. The authors suggest that school counselors extend SEL practices into their leadership dispositions and behaviors. The authors offer implications for socially just school counseling practice, scholarship, and program evaluation.

Improving Student Achievement through Strengthening Principal and School Counselor Partnership

2017 ◽  
Vol 26 (2) ◽  
pp. 176-201 ◽  
Author(s):  
Olcay Yavuz ◽  
Nur Cayirdag ◽  
Carol Dahir ◽  
Ali İlker Gümüşeli
Keyword(s):  
Student Achievement ◽  
School Counseling ◽  
School Counselor ◽  
School Principals ◽  
Academic Development ◽  
School Level ◽  
School Type ◽  
Public And Private ◽  
K 12 ◽  
Improving Student Achievement

The purpose of the study was to examine 1466 school principals’ opinions on six different aspects of counseling practices in K-12 public and private schools. Results indicated that there were significant differences between public and private school principals’ opinions on school counseling priorities, perceptions, academic development, and program management. School type and school-level interactions were significant for career and academic development and marginally significant for personal–social development. School level had also significant main effects on personal–social, career, and academic developments. These results may be of value to school leaders and educators concerned with improving student achievement and school effectiveness through revising and improving their school counseling services.

Sign in / Sign up

Export Citation Format

Share Document