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作者 Langford, Dianne T
書名 Preservice teachers' perceptions of the role and function of the school counselor
國際標準書號 9780542648625
book jacket
說明 75 p
附註 Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1233
Adviser: Richard James
Thesis (Ed.D.)--The University of Memphis, 2006
In recent years, school reform has moved to the forefront of public interest and become an important issue. Demands for greater accountability for student achievement as mandated in federal and state legislation is intended to improve the quality of education for all students. To meet the goals of accountability in education, school professionals are being called upon to collaborate to address barriers to student learning and increase academic achievement for all students. Professional standards for educators support collaboration among school professionals and on-going literature suggests that educators must understand the paradigms within which school professionals work to collaborate effectively
This study examined preservice teachers' perceptions of the role and function of the school counselor as defined by the American School Counselor Association's (ASCA) National Model. Previous research examining preservice teachers' perceptions of the role and function of the school counselor is limited. Data was gathered from 212 preservice teachers enrolled in teacher education programs at two large universities. A quantitative study was utilized to investigate how much knowledge preservice teachers have concerning the role and function of the school counselor, their perception of the importance of those functions, and whether they received training or information concerning school counselor functions. A regression analysis was conducted to investigate whether preservice teachers' grade level group, knowledge of counselor functions, training, and their perceptions of importance of counselor functions were primary influences on whether they chose to collaborate with the school counselor. Due to differences in elementary and secondary teacher training, t-tests were conducted to determine any differences between groups in knowledge, perceptions of importance, and training concerning the school counselor's role and functions
Results indicated that preservice teachers have some knowledge of the role and function of the school counselor, perceive most ASCA recommended counselor functions as important, and received little training in their teacher education concerning the counselor's role. Results also indicated that how important preservice teachers perceive counselor functions influences their collaboration with the counselor. Elementary teachers were found to have a little more knowledge than secondary teachers concerning the counselor's role. Suggestions, implications, and directions for future research are offered
School code: 1194
DDC
Host Item Dissertation Abstracts International 67-04A
主題 Education, Guidance and Counseling
Education, Teacher Training
0519
0530
Alt Author The University of Memphis
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