scholarly journals School Counselors and English Learners: Conceptualizations of Beneficial Knowledge and Skills While Facilitating Individual Student Planning

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Joan R. Lachance
Keyword(s):  
School Counselors ◽  
English Learners ◽  
Individual Student ◽  
Knowledge And Skills

Learning to Attend to Culturally and Linguistically Diverse Learners through Teacher Inquiry in Teacher Education

2012 ◽  
Vol 114 (7) ◽  
pp. 1-50
Author(s):  
Steven Z. Athanases ◽  
Juliet Michelsen Wahleithner ◽  
Lisa H. Bennett
Keyword(s):  
Student Teachers ◽  
Students With Disabilities ◽  
English Learners ◽  
Research Question ◽  
Linguistically Diverse ◽  
Diverse Learners ◽  
Teacher Inquiry ◽  
Classroom Culture ◽  
Culturally And Linguistically Diverse ◽  
Individual Student

Background/Context Learning to meet students’ needs challenges new teachers often focused on procedures, management, materials, and curriculum. To avoid this development pattern, student teachers (STs) need opportunities to concentrate especially on needs of culturally and linguistically diverse (CLD) students. Teacher inquiry (TI) holds promise as one such opportunity. Purpose/Objective/Research Question/Focus of Study We sought to understand how STs in a teacher credential program with a history of attention to diverse learners were learning about their CLD students through TI. Research Design We examined data collected from 80 STs over a 6-year period, including 80 TIs; STs’ data analysis field memos; questionnaires with reflections on TI processes and products; and taped ST peer discussions and conferences with instructor. Data also documented TI instruction, classroom culture, and opportunities to develop learning related to conducting TI. Drawing on research and theory, we developed, tested, and used a rubric of 17 indicators of attention to CLD learners as a means to examine the range of ways and the extent to which STs attended to CLD students through TI. Findings/Results STs took actions of various kinds to learn about diverse students: researching contexts and histories; examining student work and performance at full-class, subgroup, and individual levels; and asking and listening beneath the surface to students’ reasoning, attitudes, beliefs, and concerns about school learning and other issues. Various assessment and inquiry tools supported the process, helping STs develop data literacy to attend to CLD learners. However, TI elements were used to varying degrees, in various ways, and with varying levels of success. Two cases illustrate the range of TI tools that STs used to learn about their CLD learners, to generate data and evidence about learning, and to act in ways responsive to what they learned about students. Conclusions/Recommendations Those interested in studying multiple STs’ inquiries for attention to CLD learners may need to develop frames and analytic methods to examine a corpus of cases. This study was grounded in an assumption that such crosscutting analyses accumulate knowledge to disseminate to larger audiences, challenging conceptions that values of TI are purely local, serving only those directly involved. Teacher inquiry can help focus attention on individual student learners by allowing a teacher to compare data among individual students, giving a clearer, organized format in which they can observe growth and improvement or a decline in performance. In my own project, I observed lower performance among specific students concurrent with assignments in which instructions may have been difficult to decode for English learners or students with disabilities. (Tracey, preservice English language arts teacher)

scholarly journals Classroom Management Competencies for School Counselors: A Delphi Study

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1983429
Author(s):  
Helen Runyan ◽  
Tim Grothaus ◽  
Rebecca E. Michel
Keyword(s):  
Classroom Management ◽  
School Counseling ◽  
School Counselors ◽  
Delphi Study ◽  
Core Curriculum ◽  
Essential Element ◽  
Management Competencies ◽  
Knowledge And Skills ◽  
Comprehensive Program ◽  
Management Knowledge

The school counseling core curriculum is an essential element of a comprehensive program. School counselors need to be proficient in classroom management to successfully implement this intervention, yet few recent empirical investigations of school counselors’ classroom management knowledge and skills exist. We conducted a Delphi study with school counseling classroom management experts to create a consensus list of competencies associated with effective classroom management for school counselors. We provide implications for school counseling stakeholders.

scholarly journals Characteristics of Pronoun “Who and Its Concordance” in Chinese College Students’ English Narrative Writing from the Perspective of Corpus-Based Method - A Case Study of Series of Compositions of “The Most Unforgettable Person I Ever Know”

2021 ◽  
Vol 14 (4) ◽  
pp. 55
Author(s):  
Xi-ping Li
Keyword(s):  
College Students ◽  
Second Language Acquisition ◽  
English Learners ◽  
Sentence Type ◽  
Hot Spot ◽  
Individual Student ◽  
Narrative Writing ◽  
Sentence Structure ◽  
Chinese College Students ◽  
Adverbial Clause

Writing is one of productive skills and a way of conveying information considered to be the most complex and the most challenging skill for EFL English learners to acquire, hence many studies have been conducted on the revelation of the characteristic of writings of EFL learners and how to improve them. Among them, pronoun study has attracted extensive interest and become a hot spot in the second language acquisition and contrastive linguistics. Taking a series of compositions of “The most unforgettable person I ever know” as subject, this study is devoted to reveal the characteristics of “who and its concordance” in Chinese college students` English narrative writing from the perspective of corpus-based method. Result of contrastive analysis of writing from 630 college students of 3 colleges in the past 6 years shows: 1) As a whole, WIC can be regarded as common words for Chinese college students but the distribution of individual word is relatively disproportionate-“who” attracts far more attention while the other 4 words attract little or no attention. 2) In terms of sentence type, the distribution of the 5 types is imbalance with too little use of adverbial clause and too much of attributive clauses. In addition, the learners are used to utilizing simple and identical sentence structure and some of them are highly repetitive. 3) The use frequency of WIC of individual student shows that the majority numbers of learners have formed the habit of using them to depict interpersonal relationship and their distribution is unbalanced too. 4) As to the clusters, the learners have formed the habit of preference use of “who” as a relative pronoun above all. And some clusters are highly identical and simple. 5) To sum up, the majority of learners in this study can employ WIC consciously in their writing, but their usages are confined to simple words and structures. Therefore, the learner`s comprehensive competence of integrated employment of WIC should be improved.

scholarly journals Workshop on scientific journal writing for school counselor in Pamekasan

2019 ◽  
Vol 3 (3) ◽  
pp. 163-167
Author(s):  
Khairul Bariyyah ◽  
Laily Tiarani Soejanto
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Journal Writing ◽  
Scientific Journal ◽  
Scientific Publication ◽  
Scientific Article ◽  
Knowledge And Skills ◽  
Scientific Papers ◽  
Training Activities ◽  
Academic Qualifications

Counselors as an educator qualification are required to continuously improve and develop academic qualifications and competencies. Professional development is carried out with a variety of things including writing scientific papers. This activity is conducted to provide training of school counselors to write the results of research that has been done, specifically with regard to making scientific articles that are ready to be submitted in reputable national and international journals. The subjects of this service are all Pamekasan school counselors. The method of implementing scientific article writing training activities for Pamekasan counselors is carried out through 3 stages, namely problem identification, implementation and evaluation. Data collection by qualitatively using analysis of interview results and observations of the participants in the activity. Training results show, after participating in this training activity, school counselors in Pamekasan have gained insight, knowledge and skills about writing scientific articles. This training has helped alleviate the workload of school counselors, especially related to scientific publication obligations

A More Mindful Approach to College and Career Counseling

2021 ◽  
pp. 231-246
Author(s):  
Alexandra Ellison
Keyword(s):  
School Counselors ◽  
Career Counseling ◽  
Planning Process ◽  
College Counseling ◽  
Emotional Awareness ◽  
Individual Student ◽  
Sat Scores ◽  
Social And Emotional ◽  
College And Career ◽  
Academic Match

While social and emotional learning practices are now more common in American classrooms, counselors often have limited time and resources to devote to college counseling at all, let alone a type of counseling grounded in social and emotional awareness. The American School Counselor Association recommends a student-to-counselor ratio of 250 to 1, but the current ratio is 430 to 1. Few high school counselors have the rare luxury of only needing to focus on college and career readiness. They are up against pressures from parents, and sometimes administrators, who want to see more AP courses, higher GPAs, higher ACT and SAT scores, and more elite college acceptances. These pressures can blur a counselor's view of what is actually suitable for each individual student; this means the counselor needs to understand financial fit, social and emotional fit, and academic match for each college-bound student. This kind of holistic understanding of a student is the only way to restore a focus on student wellbeing to the college and career planning process.

Advocacy Competency of School Counselors: an Exploratory Factor Analysis

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Natoya Hill Haskins ◽  
Anneliese Singh
Keyword(s):  
Factor Analysis ◽  
School Counselors ◽  
Exploratory Factor Analysis ◽  
School Counselor ◽  
Factor Model ◽  
Five Factor Model ◽  
Individual Student ◽  
Initial Development ◽  
Achievement Barriers ◽  
Advocacy Competency

This article describes the initial development of the School Counseling Advocacy Assessment to measure school counselor advocacy competency and includes the psychometric results regarding the reliability and factor structure. An exploratory factor analysis revealed a five-factor model that accounted for 71% of the variance. The subscales are Collaboration with School Groups, Political and Social Actions to Change the System, Individual Student Empowerment, Actions to Reduce Achievement Barriers, and Media Advocacy. The authors discuss implications for school counselors and school counselors in training.

Counselor Competence Gender Identity Scale: Measuring Clinical Bias, Knowledge, and Skills

2021 ◽  
Author(s):  
Jack Simons ◽  
Michael W. Bahr ◽  
Melissa Ramdas
Keyword(s):  
Factor Analysis ◽  
Gender Identity ◽  
Psychometric Properties ◽  
School Counselors ◽  
Exploratory Factor Analysis ◽  
Counselor Competence ◽  
Knowledge And Skills ◽  
Gender Minorities ◽  
Competency Based ◽  
Clinical Bias

This study assess the psychometric properties of the Counselor Competence Gender Identity Scale (CCGIS), a competency-based assessment that measures the effectiveness of counselors to provide services to gender minorities. Exploratory factor analysis retained 25 items which formed four subscales. The CCGIS also discriminated between different groups of school counselors.

Significance and Uniqueness of Personalized E-Coaching

2011 ◽  
pp. 1876-1883 ◽  
Author(s):  
Ni Chang
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
The Other ◽  
Learning Activities ◽  
Learning Goals ◽  
Individual Student ◽  
Student Work ◽  
Knowledge And Skills ◽  
Other Hand ◽  
Written Assignments

Students’ engagement in completing written assignments or learning activities may, in part, serve the purpose of achieving their learning goals. Assessing student work based on clearly stated course objectives, on the other hand, helps instructors to teach effectively by reaching out to each individual student with strategies compatible to the student’s needs and learning level. Such a teaching and learning process may be viewed as coaching through assessment (Chang & Petersen, 2006). It is an essential vehicle that students use to continuously reflect on and construct their particular knowledge and skills (Chang, 2007; Chang & Petersen, 2006; MacDonald & Twining, 2002). Without it, as found by Lim & Cheah (2003), students may feel lost and detach themselves from learning.

What Blocks the Gate? Exploring Current and Former English Learners’ Math Course-Taking in Secondary School

2017 ◽  
Vol 54 (4) ◽  
pp. 757-798 ◽  
Author(s):  
Karen D. Thompson
Keyword(s):  
English Learners ◽  
Large Scale ◽  
Opportunity To Learn ◽  
Ways Of Knowing ◽  
Study Data ◽  
Individual Student ◽  
Motivation Factors ◽  
Course Placement ◽  
Placement Policies

This mixed-methods study couples large-scale analyses of student course-taking with case study data to explore what blocks the gate to enrollment in and successful completion of secondary math courses for students ever classified as English learners (ever ELs). Initial quantitative findings indicate that half of all students across six California districts, including ever ELs, repeated a math course between 8th and 10th grades, with limited evidence of additional learning during students’ second time in the course. Ever EL case study findings indicate that interactions between institutional (course placement policies), classroom (ways of knowing), and individual (student motivation) factors shaped students’ math course-taking trajectories, suggesting that opportunity to learn is necessary but not sufficient for educational success.

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