Informing Principals: The Impact of Different Types of Information on Principals’ Perceptions of Professional School Counselors

2009 ◽  
Vol 12 (4) ◽  
pp. 2156759X0901200
Author(s):  
Wade C. Leuwerke ◽  
Janice Walker ◽  
Qi Shi
Keyword(s):  
School Counselors ◽  
Professional School ◽  
System Support ◽  
Asca National Model ◽  
Different Types ◽  
National Model ◽  
Guidance Curriculum ◽  
Types Of Information ◽  
The Impact ◽  
Principals Perceptions

The study in this article provided principals with different types of information about professional school counseling and examined the impact on their perceptions. Results demonstrated that information about the ASCA National Model® influenced principals’ perceptions of the amount of time counselors should allocate to delivery of the guidance curriculum, system support, and responsive services, as well as ratings of the importance of performing inappropriate tasks in meeting the education mission of the school.

Future School Principals’ Views of the Roles of Professional School Counselors

2007 ◽  
Vol 11 (1) ◽  
pp. 2156759X0701100
Author(s):  
Charles C. Chata ◽  
Larry C. Loesch
Keyword(s):  
School Counselors ◽  
Educational Administration ◽  
School Principals ◽  
Professional School ◽  
Asca National Model ◽  
National Model ◽  
Professional School Counselors ◽  
The University ◽  
University Council ◽  
Future School

A clinical simulation technique was used to investigate how future school principals view the roles of professional school counselors, particularly as those responsibilities are represented in the ASCA National Model®. The 244 respondents were principals-in-training (i.e., graduate students) officially enrolled in educational administration programs at member institutions of the University Council for Educational Administration. These principals-in-training were able to differentiate between appropriate and inappropriate roles of professional school counselors, and the results generally were independent of their demographic characteristics.

The Hand of Professional School Counseling Meets the Glove of Restorative Practices

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1876189 ◽  
Author(s):  
Lance C. Smith ◽  
Bernice R. Garnett ◽  
Alyxandra Herbert ◽  
Nicholas Grudev ◽  
Jamilah Vogel ◽  
...  
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Theory And Practice ◽  
Professional School ◽  
Restorative Practices ◽  
Asca National Model ◽  
Counselor Identity ◽  
National Model ◽  
Counseling Literature

To introduce restorative practices (RP) to the school counseling literature, the authors explicate the hand in glove fit between the RP model for schools and school counselor identity and scope of practice. Drawing from the American School Counselor Association’s (ASCA) National Model, ASCA’s Ethical Standards for School Counselors, multitiered systems of support (MTSS), and the school counseling literature, the authors make the case for the profession of school counseling to take up RP and integrate the model into school counseling research, theory, and practice.

scholarly journals Louisiana School Counselors’ Daily Activities and the ASCA National Model: A Complex History and a Hopeful Future

2021 ◽  
Vol 17 (5) ◽  
Author(s):  
Wendy D. Rock ◽  
Jennifer Curry
Keyword(s):  
Mixed Methods ◽  
Best Practices ◽  
School Counseling ◽  
School Counselors ◽  
State Policy ◽  
Daily Activities ◽  
Asca National Model ◽  
State Legislation ◽  
Developmental Models ◽  
National Model

This mixed methods, concurrent nested study was designed to explore the extent to which one state’s school counselors report daily activities that align to the ASCA National Model (ASCA, 2005, 2012, 2019). In spite of federal and state legislation, state policy, and a state model supporting best practices for school counseling, a significant number of school counselors in this study (approximately 25%) report barriers to implementing comprehensive, developmental models. These barriers include inordinate amounts of duty, testing, and coordination of specialized services. However, with nearly three out of four school counselors in the sample reporting knowing and implementing pieces of the ASCA National Model (ASCA, 2005, 2012, 2019), we remain hopeful for the future of school counseling in Louisiana.

Information Traffic and Information Effectiveness

2016 ◽  
Vol 13 (2) ◽  
pp. 21-36 ◽  
Author(s):  
Bixia Xu ◽  
Zhulin Huang
Keyword(s):  
Information Search ◽  
Accounting Information ◽  
Input Process ◽  
Investor Attention ◽  
Economic Downturns ◽  
Different Types ◽  
Process Output ◽  
Concept Of Information ◽  
Types Of Information ◽  
The Impact

ABSTRACT Search engines are among the most important information technology (IT) applications and platforms on which to conduct information search. This study contributes by investigating whether and how the search engine-enabled information search is related to accounting information effectiveness. We develop the concept of information traffic to conceptualize investor IT-enabled information search activities and to explore whether the searches captured by this concept provide any insights for understanding and enhancing accounting information effectiveness. Building upon the input-process-output model (Maines and McDaniel 2000) and with a sample of 59 accounting information items, we report that information items with higher information traffic have greater ability to explain and predict firm market value (i.e., higher information effectiveness). The impact of information traffic on information effectiveness is higher for economic upturns than for economic downturns and differs among different types of information. We propose a conceptual measure that integrates both information traffic and information effectiveness to capture information relative importance and to suggest empirically an order in importance of the ten types of information we investigate. Our dynamic analysis of information traffic reveals a significant increase of investor IT-enabled information search in the post-financial-crisis period. It also shows higher search increases for accounting items that received previously scant investor attention.

Predicting School Counselors’ Supports and Challenges When Implementing the ASCA National Model

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1877767 ◽  
Author(s):  
Heather J. Fye ◽  
Lynne Guillot Miller ◽  
J. Steve Rainey
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
National Sample ◽  
Predictor Variables ◽  
Principal Support ◽  
American School Counselor Association ◽  
Asca National Model ◽  
American School ◽  
National Model

This study examined a national sample of school counselors and their ability to implement the American School Counselor Association (ASCA) National Model. Percentage of time spent in noncounseling duties, perceived level of principal support, and principals’ knowledge of school counselors’ appropriate roles were statistically significant predictor variables for school counselors’ ability to implement the ASCA National Model. We discuss implications for the school counseling profession.

scholarly journals What, where, when, what for and how? (Reflections on Pragmatic Adaptation)

2021 ◽  
pp. 266-279
Author(s):  
Olga V. Petrova
Keyword(s):  
Relevant Information ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Source Language ◽  
Cross Cultural Communication ◽  
Different Types ◽  
Definition Of ◽  
Types Of Information ◽  
The Impact ◽  
Language Text

The article discusses the problem of choosing ways and means of pragmatic adaptation in translating a text. The relevance of the topic is due to the necessity to facilitate cross-cultural communication in view of the increased intensity and diversity of forms of international contacts. The definition of pragmatic adaptation as the actions of a translator aimed at adapting the source language text to its perception by a recipient belonging to a different culture, does not answer the questions of when and how a translator can and should change the text in order to preserve the pragmatic potential of the original. The aim of the article is to analyze the problems arising in translating texts requiring pragmatic adaptation and evaluate the impact of different types of pragmatic adaptation on reproducing the pragmatic potential of the original and achieving the possible purposes of translation. In order to do it an experiment was carried out: a text was translated in four different ways with different means used for its pragmatic adaptation, and the translations were compared. The results of the experiment show that the choice of pragmatic adaptation methods and techniques is determined not by the type of text or the type of adaptation, as is usually believed, but by the specific purpose for which the text is translated. Thus, when translating a literary text, which always contains factual, conceptual, emotional, aesthetic, and cultural information, the choice between the naturalness of the text, the preservation of the author’s style, the completeness of the content and the communication of culturally relevant information means, in fact, setting different accents. The means of pragmatic adaptation used by the translator depend entirely on the prioritization of these types of information, in other words, on the purpose of translation.

Day-to-Day Activities of School Counselors: Alignment with New Directions in the Field and the ASCA National Model®

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Mary E. Walsh ◽  
James G. Barrett ◽  
Jillian DePaul
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Considerable Time ◽  
Elementary School Counselors ◽  
Asca National Model ◽  
Role Changes ◽  
New Directions ◽  
National Model ◽  
Counseling Literature ◽  
Newly Hired

Role changes in the profession of school counseling take considerable time to be enacted in practice. The purpose of the study in this article is to examine whether newly hired elementary school counselors working in urban settings can implement (a) new directions for practice that have emerged in the recent school counseling literature (i.e., a programmatic, collaborative, and preventive approach), and (b) the components that reflected these new directions embedded in the Delivery System of the ASCA National Model®.

scholarly journals The Impact of Focusing on Different Features During Encoding on Young and Older Adults’ Source Memory

2019 ◽  
Vol 1 (1) ◽  
pp. 106-118 ◽  
Author(s):  
Karen J. Mitchell ◽  
Erin M. Hill
Keyword(s):  
Older Adults ◽  
Source Memory ◽  
Specific Information ◽  
Source Information ◽  
Subjective Experiences ◽  
Age Related ◽  
Different Types ◽  
Types Of Information ◽  
The Impact ◽  
Experienced Difficulty

AbstractAge-related source memory deficits result, in part, because young and older adults attend to different information. We asked whether focusing young and older adults‘ attention on specific features at encoding would result in similar subjective experiences of the vividness of the features and how this might affect source memory. Ratings of the vividness of visual detail, emotion, and associations were similar for young and older adults both when they were perceiving pictures and when they were thinking about them after a brief delay. Although young adults had better source memory than older adults, source accuracy did not differ depending on feature attended, and correlations between ratings and source memory showed that focus on the different types of information was equally predictive of source memory accuracy for young and older adults. Although preliminary, the results suggest that when attention is focused on specific information at encoding, young and older adults later use the various categories of source-specifying information similarly in making source attributions. Nevertheless, older adults did worse on the source test, suggesting they had less discriminable source information overall, this information was not well bound, and/or they experienced difficulty in strategic retrieval and monitoring processes.

Sign in / Sign up

Export Citation Format

Share Document