MARC 主機 00000nam  2200349   4500 
001    AAI3214034 
005    20070807073522.5 
008    070807s2006                        eng d 
020    9780542648625 
035    (UMI)AAI3214034 
040    UMI|cUMI 
100 1  Langford, Dianne T 
245 10 Preservice teachers' perceptions of the role and function 
       of the school counselor 
300    75 p 
500    Source: Dissertation Abstracts International, Volume: 67-
       04, Section: A, page: 1233 
500    Adviser:  Richard James 
502    Thesis (Ed.D.)--The University of Memphis, 2006 
520    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 
520    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 
520    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 
590    School code: 1194 
590    DDC 
650  4 Education, Guidance and Counseling 
650  4 Education, Teacher Training 
690    0519 
690    0530 
710 20 The University of Memphis 
773 0  |tDissertation Abstracts International|g67-04A 
856 40 |u