Work Smarter, Not Harder: Intentional School Counseling and Evidence-Based Practices to Optimize Student Performance

2011 ◽  
Author(s):  
Kevin Wilkerson
Keyword(s):  
Student Performance ◽  
School Counseling ◽  
Evidence Based ◽  
Evidence Based Practices

scholarly journals School Counselors’ Attitudes Toward Evidence-Based Practices

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1882369 ◽  
Author(s):  
Patrick R. Mullen ◽  
Helena Stevens ◽  
Nancy Chae
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Grade Level ◽  
Theoretical Orientation ◽  
Behavioral Theory ◽  
Future Research ◽  
Evidence Based ◽  
Related Factors ◽  
Evidence Based Practices ◽  
Cognitive Behavioral Theory

The use of evidence-based practices (EBPs) is growing among school counselors. However, little is known about school counselors’ attitudes toward EBPs and related factors. We investigated the relationships between school counselors’ grade level, years of experience, theoretical orientation, and attitude toward EBPs. Results indicated that the use of cognitive/behavioral theory and number of years of practice related to attitudes toward EBPs. We offer implications for school counseling practice and future research.

Content Knowledge, Enacted Pedagogical Content Knowledge, and Student Performance Between Teachers With Different Levels of Content Expertise

2020 ◽  
Vol 39 (1) ◽  
pp. 111-120 ◽  
Author(s):  
Insook Kim ◽  
Bomna Ko
Keyword(s):  
Pedagogical Content Knowledge ◽  
Student Performance ◽  
Content Knowledge ◽  
Teacher Effectiveness ◽  
Motor Performance ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Pedagogical Content ◽  
Content Expert ◽  
Different Levels

Purpose: This study examined how content knowledge (CK) varies between teachers with different levels of content expertise in teaching volleyball. In addition, it investigated changes to the content-experienced (C-Exd) teachers’ enacted pedagogical content knowledge (PCK) and their students’ performances after developing CK, compared with those of the content-expert (C-Ext) teachers. Method: Two C-Exd and two C-Ext teachers and their 72 students participated in this study. A well-designed CK workshop was implemented for the two C-Exd teachers’ CK improvement. Differences in the teachers’ CK, enacted PCK, and their students’ performance measures were compared. Results: The results of this study indicated that the C-Ext teachers possessed stronger CK than the C-Exd teachers and that the C-Exd teachers improved their enacted PCK and the students’ motor performance after the CK workshop without showing statistically significant differences from those of the C-Ext teachers. Conclusion: The study presents ways to promote teacher effectiveness with supportive evidence-based practices.

Enhancing Evidence-Based Practice Through University–Practitioner Partnerships

2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983443
Author(s):  
Ian Martin ◽  
Brett Zyromski ◽  
Edward W. Gigliotti
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Evidence Based Practice ◽  
Successful Implementation ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Partnership Model ◽  
Step Model ◽  
The University

This article proposes a three-step model for implementing successful university and practitioner partnerships to advance the use of evidence-based practices (EBP) in school counseling. Although an ethical mandate exists to use EBP, many school counselor educators and school counselors struggle to implement EBP in their coursework or at their schools. The university–practitioner partnership model proposed here emphasizes that EBP be taught in coursework, that students reinforce those practices through observation of practitioners using them in their schools, and that students experiment with EBP in their fieldwork. We provide suggestions to support successful implementation of the model.

The Evidence-Based School Counseling Conference: Contexts for Creating Change

2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983443 ◽  
Author(s):  
Brett Zyromski ◽  
Carey Dimmitt
Keyword(s):  
School Counseling ◽  
Professional School ◽  
Evidence Based ◽  
Effective School ◽  
Future Directions ◽  
Evidence Based Practices ◽  
School Counseling Program ◽  
History Of ◽  
Definition Of ◽  
Program Components

This special edition of Professional School Counseling presents some of the key proceedings from the sixth annual Evidence-Based School Counseling Conference (EBSCC). The EBSCC exists to provide professional development around effective school counseling program components and interventions, especially related to evidence-based practices and other cutting-edge innovations in school counseling. We offer a brief history of the EBSCC, a definition of evidence-based school counseling, and an overview of the contents of this special issue. Future directions for evidence-based school counseling conclude the article.

scholarly journals Evidence-Based School Counseling

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1880184 ◽  
Author(s):  
Brett Zyromski ◽  
Carey Dimmitt ◽  
Melissa Mariani ◽  
Catherine Griffith
Keyword(s):  
Counselor Education ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Community Integration ◽  
Evidence Based ◽  
Education Programs ◽  
Instructor Training ◽  
Evidence Based Practices ◽  
School Counselor Education

Although school counselors and school counselor educators have an ethical responsibility to use and to teach evidence-based practices (EBPs), recent research has illustrated a lack of EBP in counselor education scholarship. In school counselor education programs, training related to EBP may be absent due to a lack of understanding or instructor training. This article provides a model using three pedagogical approaches for integrating EBP into school counselor education programs. We review the three approaches—stand-alone courses, full program integration, and program–school–community integration—in depth and use a case study to illustrate the application of the three approaches. Implications for school counseling practice and research conclude the article.

Self-Regulation and the Writing Process: Enhancing the Performance of Students With Language and Learning Difficulties

2009 ◽  
Vol 16 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Gary A. Troia
Keyword(s):  
Writing Process ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Evidence Based ◽  
Struggling Learners ◽  
Evidence Based Practices

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.

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