Program Evaluation Interest and Skills of School Counselors

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Randall L. Astramovich
Keyword(s):  
Professional Development ◽  
Program Evaluation ◽  
School Counselors ◽  
Counselor Training ◽  
School Counselor ◽  
Future Research ◽  
Important Method ◽  
Professional Development Training ◽  
School Counselor Training

School counselors participated in a study examining their program evaluation interest and skills. Findings suggest that school counselors understand the importance of program evaluation, yet they may lack the skills and confidence to successfully engage in program evaluation activities. Professional development training may be an important method for helping today's school counselors develop skills and confidence in program evaluation. This article presents implications for school counselor training and practice and recommendations for future research.

An Investigation of School Counselor Self-Efficacy with English Language Learners

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1.
Author(s):  
Leonissa V. Johnson ◽  
Jolie Ziomek-Daigle ◽  
Natoya Hill Haskins ◽  
Pamela O. Paisley
Keyword(s):  
English Language Learners ◽  
School Counselors ◽  
Language Learners ◽  
Counselor Training ◽  
Self Efficacy ◽  
School Counselor ◽  
English Language ◽  
Language Learner ◽  
Future Research ◽  
Region Size

This exploratory quantitative study described school counselors' self-efficacy with English language learners. Findings suggest that school counselors with exposure to and experiences with English language learners have higher levels of self-efficacy. Statistically significant and practical differences in self-efficacy were apparent by race, U.S. region, size of English language learner population, and counselor training. This article presents implications for training and practice and recommendations for future research studies.

Working Beyond the Bell

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1877513
Author(s):  
Amanda Winburn ◽  
Rebekah Reysen ◽  
Eric Suddeath ◽  
Mandy Perryman
Keyword(s):  
Life Satisfaction ◽  
School Counselors ◽  
Big Five ◽  
Counselor Training ◽  
School Counselor ◽  
Big Five Personality Traits ◽  
School Level ◽  
Big Five Personality ◽  
School Settings ◽  
Lower Life Satisfaction

The purpose of this study is to explore workaholism tendencies and their relationship to the Big Five personality traits and life satisfaction within a school counselor population. Results indicate that school counselors employed in high school settings experience significantly higher levels of workaholism tendencies than those at the elementary or middle school level, and school counselors with neurotic tendencies are most likely to be workaholics. Data also showed that school counselors with higher levels of workaholism have lower life satisfaction. We discuss implications for school counselor training and practice.

School-Family-Community Partnerships: Applying Epstein's Theory of the Six Types of Involvement to School Counselor Practice

2010 ◽  
Vol 13 (4) ◽  
pp. 2156759X1001300
Author(s):  
Dana Griffin ◽  
Sam Steen
Keyword(s):  
Decision Making ◽  
School Counselors ◽  
Community Involvement ◽  
School Counselor ◽  
Community Partnerships ◽  
Future Research ◽  
Community Interactions ◽  
Learning At Home ◽  
At Home

This article investigates school counselor involvement in partnerships using Epstein's six types of school-family-community involvement interactions (i.e., parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community). Findings show more involvement in parenting and collaborating with the community interactions and reveal a new partnership interaction practiced by school counselors. Recommendations for school counselors and areas for future research are discussed.

Mechanisms of Matriculation: School Counseling Resources and College Going for Latino Men

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110400
Author(s):  
Tracy Arámbula Ballysingh ◽  
Virginia Snodgrass Rangel ◽  
Eliaquin A. Gonell ◽  
Victor Benito Sáenz
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Social Reproduction ◽  
School Counselor ◽  
Future Research ◽  
Latino Men ◽  
Research And Practice ◽  
College Going ◽  
Latino Boys ◽  
11Th Grade

This study extends prior work on the college-going efforts of Latino boys and adolescents (Latinos) by examining the extent to which meeting with a school counselor is related to their college-going aspirations and whether they apply to and ultimately matriculate to college. The study utilizes social capital and social reproduction theories to hypothesize about school counselors’ role in Latinos’ postsecondary matriculation. Utilizing data from the High School Longitudinal Study of 2009, we used logistic regression to test the hypotheses that contact with a school counselor is related to an increased likelihood of intent to matriculate, application to 4-year institutions, and enrollment in college. We found that Latinos were just as likely as their White counterparts to aspire to college and just as likely to enroll if they applied. Moreover, those odds were not related to having visited a school counselor in ninth or 11th grade. We also found that Latinos who met with a school counselor in ninth grade were significantly less likely to apply to a 4-year institution while those who met with a counselor in 11th grade were significantly more likely to apply. We discuss the implications of our findings in light of existing research and make recommendations for future research and practice.

School Counselor Assignment in Secondary Schools

2009 ◽  
Vol 13 (1) ◽  
pp. 2156759X0901300
Author(s):  
Patrick Akos ◽  
Heidi Schuldt ◽  
Meg Walendin
Keyword(s):  
Secondary Schools ◽  
School Counselors ◽  
School Counselor ◽  
Professional School ◽  
Future Research ◽  
Research Directions ◽  
Secondary School Counselors ◽  
Significant Difference ◽  
Future Research Directions ◽  
Preliminary Study

Research has not yet begun to investigate the practice or impact of school counselor assignment. A preliminary study sought to explore the nature and consequences of school counselor assignment practices in secondary schools. Secondary school counselors from one large Southeastern school district were asked to complete a questionnaire created for the purpose of this study. The results suggest a significant difference between school counselor assignment at the middle and high school levels. Middle schools predominantly utilized grade-level assignment while high schools used alphabetical assignment. Distinct advantages and challenges were indicated by school counselors from each assignment type. Implications for professional school counselors and future research directions are provided.

The Comprehensive Evaluation of Professional Development Software: A Critique of Methodology

2002 ◽  
Vol 18 (1) ◽  
pp. 29-37 ◽  
Author(s):  
Carl J. Liaupsin
Keyword(s):  
Professional Development ◽  
Comprehensive Evaluation ◽  
Future Research ◽  
Successful Implementation ◽  
Software Companies ◽  
Training Materials ◽  
Large Numbers ◽  
Professional Development Training ◽  
Comprehensive Evaluations ◽  
Evaluation Of Professional Development

Training for pre-service and in-service teachers that is delivered through distance education methods solves various problems of traditional professional development. These problems include issues such as providing a consistent message, training large numbers of personnel, and overcoming scheduling and funding problems. As with other forms of instruction, professional development training materials should be subjected to a level of evaluation that increases the likelihood of successful implementation. However, it is unclear how this need for evaluation of professional development software is being met. Commercial software companies have been found to eschew evaluation of their products and classroom teachers can be expected to conduct only limited software evaluations of the software. This article contends that educational researchers are well positioned to conduct comprehensive evaluations of the professional development software they create. This purpose of this review of the literature is to (a) consolidate the database of literature with regard to professional development software, (b) examine the degree to which the software described in the literature has been comprehensively evaluated, and (c) provide suggestions for future research.

scholarly journals Narratives of School Counselors Regarding Advocacy for LGBTQ Students

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1986152
Author(s):  
Jack Simons ◽  
Mary Cuadrado
Keyword(s):  
Qualitative Research ◽  
Qualitative Study ◽  
Theory Of Planned Behavior ◽  
School Counselors ◽  
School Counselor ◽  
Future Research ◽  
Research And Practice ◽  
Practice Recommendations ◽  
Lgbtq Students ◽  
Sociopolitical Climate

Using a directed form of qualitative research proposed by Mayring, this qualitative study applied Ajzen’s Theory of Planned Behavior (TPB) to examine the efforts of nine self-identified school counselor advocates to advocate for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students. This study is warranted because LGBTQ students commonly experience bullying in the absence of resources while also trying to navigate a new identity. Findings indicated that the work expectations of other school stakeholders, along with the school counselors’ levels of advocacy self-efficacy and exposure to the LGBTQ community, were related to how, when, and why the school counselors advocated for LGBTQ students. We offer future research and practice recommendations to give more voice to LGBTQ students in the current sociopolitical climate.

Fostering a Need-Supportive Teaching Style: Intervention Effects on Physical Education Teachers’ Beliefs and Teaching Behaviors

2014 ◽  
Vol 36 (6) ◽  
pp. 595-609 ◽  
Author(s):  
Nathalie Aelterman ◽  
Maarten Vansteenkiste ◽  
Lynn Van den Berghe ◽  
Jotie De Meyer ◽  
Leen Haerens
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Autonomy Support ◽  
Teaching Style ◽  
Self Determination Theory ◽  
Future Research ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Teachers Beliefs ◽  
Professional Development Training

The present intervention study examined whether physical education (PE) teachers can learn to make use of autonomy-supportive and structuring teaching strategies. In a sample of 39 teachers (31 men, M = 38.51 ± 10.44 years) and 669 students (424 boys, M = 14.58 ± 1.92 years), we investigated whether a professional development training grounded in self-determination theory led to changes in (a) teachers’ beliefs about the effectiveness and feasibility of autonomy-supportive and structuring strategies and (b) teachers’ in-class reliance on these strategies, as rated by teachers, external observers, and students. The intervention led to positive changes in teachers’ beliefs regarding both autonomy support and structure. As for teachers’ actual teaching behavior, the intervention was successful in increasing autonomy support according to students and external observers, while resulting in positive changes in teacher-reported structure. Implications for professional development and recommendations for future research are discussed.

scholarly journals Competence in Program Evaluation and Research Assessed by State School Counselor Licensure Examinations

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1879383
Author(s):  
John C. Carey ◽  
Ian Martin ◽  
Karen Harrington ◽  
Michael S. Trevisan
Keyword(s):  
Program Evaluation ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
State School ◽  
Counseling Program ◽  
Licensure Examinations ◽  
School Counseling Program ◽  
Research Competencies

This study investigated how state licensure examinations address school counseling program evaluation and research. In the 31 states that require them, examinations gave little attention to measuring competencies associated with designing and conducting a program evaluation. We found variability in how these examinations addressed research competencies. These results indicate a need for greater clarity and understanding on the part of state examiners regarding what school counselors need to know and be able to do in terms of program evaluation and research.

A Preliminary Investigation of School Counselors’ Attitudes and Behaviors Toward Research and Professional Information Seeking

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110428
Author(s):  
Christopher T. Belser ◽  
Erin C. M. Mason
Keyword(s):  
School Counselors ◽  
Counselor Training ◽  
Information Seeking ◽  
School Counselor ◽  
Preliminary Investigation ◽  
Attitudes And Beliefs ◽  
Web Based ◽  
Related Information ◽  
Traditional Research ◽  
Professional Information

To investigate what school counselors read for professional information seeking and how they engage with research, we surveyed practicing school counselors about their behaviors, attitudes, and beliefs toward engaging with school counseling-related information resources. The findings highlight gaps between the usage of newer web-based resources and traditional research and identified potential incongruence between school counselors’ beliefs about engaging with research and their actual behaviors. We provide implications for school counselor training and professional development.

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