Families and Counselors Taking Action to Transform Culture: An Action–Inquiry Case Study of an Urban High School

2017 ◽  
Vol 51 (4) ◽  
pp. 501-525
Author(s):  
Jacalyn Griffen
Keyword(s):  
High School ◽  
School Counselors ◽  
School Counselor ◽  
School Community ◽  
Urban High School ◽  
School Site ◽  
Action Inquiry ◽  
Enrollment Rates ◽  
Federal Initiatives

Federal initiatives place school counselors at the forefront of increasing college access for students in underserved communities. Although college enrollment rates have increased, low attainment rates persist in low socioeconomic communities and communities of color. Families in these communities aspire for their children to go to college but rely on the school counselor to help their child navigate the complex path to college. Although the high school counselor is ideally positioned to reduce barriers and engage families in the postsecondary process, they often lack the capacity and resources to do so. Thus, this action-oriented qualitative case study was conducted over 8 months, and explored how urban high school counselors engaged families as collaborative partners to address the metanarrative of low postsecondary attainment rates. Findings suggested that building trust within the school community as foundational to engaging families, taking simple actions were catalysts to transforming school culture, and leveraging family engagement increased school site capacity and affected the broader school community.

The School Counselor Caseload and the High School-to-College Pipeline

2014 ◽  
Vol 116 (10) ◽  
pp. 1-30 ◽  
Author(s):  
Chenoa S. Woods ◽  
Thurston Domina
Keyword(s):  
High School ◽  
School Counselors ◽  
School Counselor ◽  
College Enrollment ◽  
Multinomial Logistic Regression ◽  
School Level ◽  
Enrollment Rates ◽  
High School To College ◽  
Transition From High School ◽  
The Relationship

Background Advising students on the transition from high school to college is a central part of school counselors’ professional responsibility. The American School Counselor Association recommends a school counselor caseload of 250 students; however, prior work yields inconclusive evidence on the relationship between school counseling and school-level counseling resources and students’ college trajectories. Focus of Study This study evaluates the relationship between access to school counselors and several critical indicators of student transitions between high school and college. Research Design The study utilizes the Education Longitudinal Study of 2002 to explore the relationships between the school counselor caseload and students’ progress throughout the high school-to-college pipeline. The key indicator is the counselor caseload for students at a given high school, measured as the number of 10th graders per counselor at the high school at which each student is enrolled. The outcome variables are students’ college expectations, whether students spoke with a counselor about college, taking the SAT, and college enrollment. Logistic and multinomial logistic regression analyses are applied to examine the relationships between these variables. Findings Students in schools with small counselor caseloads enjoy greater success at navigating the high school-to-college pipeline. Controlling for student- and school-level characteristics, students in schools where counselors are responsible for advising a large number of students are less likely to speak with a counselor about college, plan to attend college, take the SAT, and enroll in a four-year college. Conclusions The findings support the claim that a smaller school counselor caseload may increase students’ access to key college preparation resources and raise four-year college enrollment rates.

“It Doesn’t Matter Who Sees Them”: A Case Study of an Effective White Educator Working in a Multicultural Urban High School

2021 ◽  
pp. 001312452110275
Author(s):  
Chris DeRemer
Keyword(s):  
High School ◽  
Case Study Research ◽  
Urban High School ◽  
White Educators ◽  
School Site ◽  
High Expectations ◽  
Instrumental Case Study ◽  
Highly Effective ◽  
And Behaviors

This instrumental case study research identifies the beliefs and behaviors of a highly effective white educator working in a multicultural urban school. By triangulating interviews, classroom observations and the analysis of artifacts provided by the teacher, this study identifies the essential beliefs and behaviors that make a white educator a highly effective practitioner and highly respected educator both within his school site and in the broader school community. The case study identifies that the educator’s ability to create safety, inclusion, consistency, and high expectations in his classroom functioned to connect him to a population of students who do not share his same racial or economic markers. The purpose of this case study is to identify the essential beliefs and behaviors of a white educator working in a multicultural urban high school in order to use his experience and practice as a way to educate and inform white educators seeking to work in diverse schools across the nation.

scholarly journals ¡Adelante! A Community Asset Mapping Approach to Increase College and Career Readiness for Rural Latinx High School Students

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1880027
Author(s):  
Elisabeth Arriero ◽  
Dana Griffin
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
School Counselor ◽  
Career Readiness ◽  
College And Career Readiness ◽  
School Students ◽  
Asset Mapping ◽  
College And Career ◽  
Mapping Approach

Community asset mapping is an approach that school counselors can use to locate resources to meet the needs of families, schools, and communities. This article provides step-by-step instructions on how school counselors might use community asset mapping to address the needs of their population(s), illustrated with an example of implementation in a rural high school. The authors address implications for school counselor practice.

Teacher Insight on RTI Implementation at the Middle and High School Levels

2016 ◽  
pp. 1170-1187
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
School Counselors ◽  
School Environment ◽  
Administrative Support ◽  
Lessons Learned ◽  
School Level ◽  
School Site ◽  
Diagnostic Practices ◽  
Rti Implementation ◽  
Rti Model

The Response to Intervention (RTI) service delivery model has been incorporated at the elementary school level with success but is still lagging behind within the secondary school environment. This chapter demonstrates how two secondary schools, one a middle school and the other a high school, implemented the RTI model efficiently and effectively. The chapter shows that the RTI model can be successfully executed in different ways depending on a school's needs, funding, and personnel. The chapter provides details on the diagnostic practices, data collection methods, intervention strategies, administrative support, and professional development of each implemented model and includes insight from actual teachers and school counselors who participated in the implementations. A reflection on lessons learned from each school site is included.

Teacher Insight on RTI Implementation at the Middle and High School Levels

2016 ◽  
pp. 1127-1142
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
School Counselors ◽  
School Environment ◽  
Administrative Support ◽  
Lessons Learned ◽  
School Level ◽  
School Site ◽  
Diagnostic Practices ◽  
Rti Implementation ◽  
Rti Model

The Response to Intervention (RTI) service delivery model has been incorporated at the elementary school level with success but is still lagging behind within the secondary school environment. This chapter demonstrates how two secondary schools, one a middle school and the other a high school, implemented the RTI model efficiently and effectively. The chapter shows that the RTI model can be successfully executed in different ways depending on a school's needs, funding, and personnel. The chapter provides details on the diagnostic practices, data collection methods, intervention strategies, administrative support, and professional development of each implemented model and includes insight from actual teachers and school counselors who participated in the implementations. A reflection on lessons learned from each school site is included.

Teacher Insight on RTI Implementation at the Middle and High School Levels

2016 ◽  
pp. 1100-1117
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
School Counselors ◽  
School Environment ◽  
Administrative Support ◽  
Lessons Learned ◽  
School Level ◽  
School Site ◽  
Diagnostic Practices ◽  
Rti Implementation ◽  
Rti Model

The Response to Intervention (RTI) service delivery model has been incorporated at the elementary school level with success but is still lagging behind within the secondary school environment. This chapter demonstrates how two secondary schools, one a middle school and the other a high school, implemented the RTI model efficiently and effectively. The chapter shows that the RTI model can be successfully executed in different ways depending on a school's needs, funding, and personnel. The chapter provides details on the diagnostic practices, data collection methods, intervention strategies, administrative support, and professional development of each implemented model and includes insight from actual teachers and school counselors who participated in the implementations. A reflection on lessons learned from each school site is included.

Do School Counselors Matter? Mattering as a Moderator between Job Stress and Job Satisfaction

2006 ◽  
Vol 9 (3) ◽  
pp. 2156759X0500900
Author(s):  
Andrea Dixon Rayle
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
School Counselors ◽  
Job Stress ◽  
School Counselor ◽  
Total Sample ◽  
The United States ◽  
High School Counselors ◽  
Related Stress ◽  
Job Related Stress

The relationships of perceived mattering to others, job-related stress, and job satisfaction were examined for 388 elementary, middle, and high school counselors from across the United States. Participants completed the School Counselor Mattering Scale, the School Counselor Job-Stress Assessment, and several job satisfaction questions in order to assess perceptions of mattering to others at their schools and their job-related stress, and how these two constructs relate to school counselors’ overall job satisfaction. Mattering to others at work and job-related stress accounted for 35% of the variance in job satisfaction for the total sample of school counselors; however, mattering did not moderate the relationship between job stress and job satisfaction. Results revealed that elementary school counselors experienced the greatest job satisfaction and the lowest levels of job-related stress, and high school counselors experienced the greatest job dissatisfaction and the greatest levels of job-related stress. Implications for school counselors’ mattering and job satisfaction are considered.

In the Aftermath of a School Hostage Event: A Case Study of One School Counselor's Response

2007 ◽  
Vol 10 (5) ◽  
pp. 2156759X0701000
Author(s):  
Jeffrey A. Daniels ◽  
Mary C. Bradley ◽  
Daniel P. Cramer ◽  
Amy Winkler ◽  
Kisha Kinebrew ◽  
...  
Keyword(s):  
Mental Health ◽  
School District ◽  
School Counselors ◽  
Health Facility ◽  
Crisis Intervention ◽  
School Counselor ◽  
Counseling Students ◽  
Professional School ◽  
Mental Health Facility

The authors interviewed a school counselor to determine her response to an armed hostage event in a classroom. They found that her primary interventions took place after the perpetrator had been taken into custody, through counseling students who had been in the room, contacting professionals from the school district and the local mental health facility for help, and coordinating these other professionals. Results are presented in light of the crisis intervention literature. Finally, implications for professional school counselors are discussed.

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