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Book Student Perceptions of the Teacher counselor Role at the Albina Youth Opportunity School

Download or read book Student Perceptions of the Teacher counselor Role at the Albina Youth Opportunity School written by and published by . This book was released on 1973 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: This project is a descriptive study of the Albina Youth Opportunity School of Portland, Oregon. The school is described as one whose primary function is to help disadvantaged students who have extreme social and academic problems. The study focused on the students' perception of their teachers, who are defined by the school as teacher-counselors. Of the seventy full-time students, sixty-five participated in the study, and five refused to do so. The major questions of the study were concerned with the students' assessment of the teacher-counselors characteristics. Main areas for exploration dealt with the students' perception of the role of a teacher-counselor in relation to their specific needs. Factors taken into consideration were sex, age, length of attendance at the school, and the student's belief that the teacher-counselor liked or disliked him. A questionnaire was administered to each student in order to determine his assessment of the teacher-counselor role. Date was analyzed with the help of scale-measured attitudes of variables dealing with teaching and counseling items and tests of significance. Indices were computed from the data. Descriptive statistics included the use of frequency distribution, percentages, means, medians, and correlations. Study findings indicated that some students see the role differently, and some differences were difficult to interpret in terms of specific traits. There were differences in perception associated with the factors of sex, end length of attendance at the school. The findings suggest that the student's belief that the teacher-counselor like or dislike s him or her is associated with perception. They also yield evidence that the students perceive the teacher-counselor concept as a duel role. Implications are that the students who attend this school are being provided learning environment which is helpful to their needs.

Book Student teachers Perceptions of the Counselor s Role

Download or read book Student teachers Perceptions of the Counselor s Role written by Claire Elaine Gutzmore and published by . This book was released on 1966 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Relationship Between Secondary School Teacher Perception of Student Motivation and the Effects of Teacher Professional Development on Student Motivation

Download or read book The Relationship Between Secondary School Teacher Perception of Student Motivation and the Effects of Teacher Professional Development on Student Motivation written by Jon S. Turner and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to examine the relationship between high school teachers' perceptions of student motivation and the teachers' perceptions of their own professional development and preparation, efficacy in motivating students, and their actions to motivate students within their classrooms. Constructs of the research pertaining to the study included student motivation, teacher efficacy, and teacher professional development and preparation. In this study, the researcher administered the Teacher Perception of Motivation Scale (TPMS), developed by the researcher, to 200 high school teachers in a Midwestern state. The TPMS investigate four specific subscales of teacher's perceptions of student motivation, these subscales included: teacher perception of a student's role and other influences in student motivation, teacher perceptions of their own actions in their classrooms that motivate students, teacher perceptions of their professional development and preparation toward motivating students, and teacher perceptions of their own efficacy in motivating students. In addition, additional questions were investigated that measured high school teacher's perception of the magnitude of the challenge of student motivation in their classrooms and their desire and need for additional professional development relating to student motivation. A quantitative research design was used. The findings of the study suggest that there is a correlation between teacher's perceptions of student motivation and their perceptions of their actions within their classrooms and their professional development and preparation. In addition, the findings uncover a high level of concern among high school teachers who identify student motivation as a serious challenge that they face in their classes daily. This study also indicated that high school teachers have a strong desire for additional professional development that will help them deal with the challenge of student motivation. This study also identified several differences in correlation as investigated by gender of high school teachers and by subject areas taught by high school teachers.

Book A Survey of Middle School Teachers Perceptions of the Role of the School Counselor

Download or read book A Survey of Middle School Teachers Perceptions of the Role of the School Counselor written by Cathleen L. Rokicki and published by . This book was released on 1993 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Counselor Educators Perceptions of Nontraditional Master s level Counseling Students and how Those Perceptions Shape Teaching Practices

Download or read book Counselor Educators Perceptions of Nontraditional Master s level Counseling Students and how Those Perceptions Shape Teaching Practices written by Pamela J. Jordan and published by . This book was released on 2018 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Graduate students age 40 and older, defined as "nontraditional" for this study, consistently represent approximately 20% of the graduate student population (United States Department of Education National Center for Education Statistics, 2015). Master's degree programs in counseling may attract a higher percentage of these students, as some studies suggest that careers in fields such as counseling are sought out by adults changing careers at midlife and later (Bluestone & Melnik, 2010; Schaefers, 2012). These nontraditional students bring to the classroom their own characteristics of age, life stage, and experience, and they have distinct strengths and challenges that set them apart from traditional students. While a few studies have been conducted that explore the experience of older graduate students, no research has yet investigated faculty perceptions of this group of students and how these perceptions impact faculty teaching practice. In addition, there is a lack of research exploring the experiences of faculty teaching nontraditional students in master's-level counseling programs. How have counselor educators responded to these students in their classrooms? The purpose of this qualitative study was to describe faculty perceptions of and experiences with their nontraditional (age 40 and up) master's-level counseling students, and to explore the ways in which those perceptions and experiences shape faculty teaching practices. This study focused on the faculty members who are teaching in these programs, allowing their perspectives and experiences to emerge through open-ended survey questions. A purposive sample of 52 full-time counselor education faculty was solicited via network sampling. The participants anonymously completed an electronic survey with open-ended questions at a time and location of their convenience. Surveys were analyzed using qualitative content analysis (Schreier, 2012). Major perception-related findings from the study included student characteristics such as (a) respect, (b) experience, (c) enthusiasm, (d) perfectionism, (e) rigidity, (f) greater need for faculty support, and (g) a high number of demands external to the program. The issue of age discrimination also emerged in the survey responses, as several participants reported perceptions of ageist bias, both expressed by nontraditional students toward younger faculty, and expressed by faculty and others toward nontraditional students. Major practice-related findings included (a) providing individual discussion, tutoring, and/or processing when needed, (b) referring to institutional resources such as technology support, and (c) honoring the student's life and work experience. Responses were sorted by participant age, which revealed a clustering of certain perception-related and practice-related response themes by participant age, suggesting age-based differences in both perception and practice. Implications for future research and practice are also discussed in this study.

Book The Role of a Counselor as Perceived by Principals Teachers Students Parents and Counselors

Download or read book The Role of a Counselor as Perceived by Principals Teachers Students Parents and Counselors written by Nora Mohamad Hamzeh and published by . This book was released on 2008 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: A school counselor plays a significant role in school life. The role function of a counselor has been defined by the American Counseling Association (ASCA). Sta ndards of practice have been aligned to provide school counselors with baselines for practice. The description of a school counselor's role has been adopted by the Guidance Office in the Ministry of Education and Higher Education (EMEH) as based on the definition and standards provided by the ASCA. The review of the li terature has revealed confusion and misperception regarding the role function of a school counselor. Parents, teachers, and principals were found to have differ ent perceptions regarding the role of a counselor. According to Lambie & William son (2004), even counselors were found to have different perceptions regarding t heir own role. Research has revealed the absence of recent studies regarding the role function of a school counselor in the Lebanese Educational Settings. The p urpose of this study intended to investigate how the role of a counselor is perc eived by students, teachers, parents, principals and counselors themselves. The study examined the current perceptions, highlighted misperceptions and studied t he effect of those misperception on the implementation of the role in school set ting. A sample of (482) students from the middle and secondary levels, (482) parents, (384) teachers, (7) counselors and (5) principals participated in a descriptive study whereby they responded to a questionnaire instrument aimed to investigate the present perceptions regarding the role function of a school counselor. All c ounselors participated in a focus group to answer questions regarding the curren t perceptions, misperceptions if found, and how the role is being implemented at their current schools. There was a general agreement on groups' perception regarding the role of a coun selor. There were some misperception which were discussed with a focus group of counselors. The study investigated the effect of those misperceptions on the imp lementation of the role in school setting, and provided recommendations.

Book Teachers Perceptions of Students Needs for Family Counseling and Attitudes Toward School based Family Counseling

Download or read book Teachers Perceptions of Students Needs for Family Counseling and Attitudes Toward School based Family Counseling written by Marjorie Star Snyder and published by . This book was released on 2013 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: A comprehensive search of multiple databases for references to the connection between families and schools yields a rich representation from family therapy, school counseling, school psychology, and education literature supporting the idea that schools must serve not only students, but students' families as well. One of the common themes emerging from the literature is that schools must recognize the impact of family systems upon a student's school performance and that many student school problems are related to family dysfunction. The literature suggests that school-based family counseling may be an essential component of family-friendly school services; that is, for the purposes of this dissertation, the provision of formal family counseling in the school setting by the school counselor or school psychologist. However, the literature does not address teachers' attitudes towards school-based family counseling, which seems important given that they are on the front lines of identifying students needing any kind of intervention. This study explores teacher attitudes and characteristics relating to recognizing and identifying students' needs for family counseling and their self-reported likelihood to refer them for school-based family counseling services.

Book Teacher Perceptions of School Counselors Effectiveness

Download or read book Teacher Perceptions of School Counselors Effectiveness written by Jessica L. Lepak and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A clear understanding of the school counselor's exact responsibilities has been sought for years. Most recently, the American School Counselor Association (ASCA) has attempted to provide counselors and other school personnel with more precise guidelines as to what tasks are within the school counselor's training and job description. However, even with a national, comprehensive model of school guidance counseling, perceptions of school counselor's responsibilities and effectiveness are greatly debated. This research was conducted to determine teacher perceptions of the role of the school counselor in Wisconsin and to offer recommendations to school counselors regarding best practices in serving students while engaging in a dual role. A total of 33 teachers responded. A modified version of the Classroom Teacher Survey a/School Counselor Effectiveness (Beesley, 2004) was used to evaluate teacher perceptions. Results indicated the teachers' overall adequacy ratings were not affected by the number of additional responsibilities held by the school counselor. The only outcomes that were statistically significant were supervision and substituting for others. Results indicated teachers whose school counselors had two or more additional responsibilities rated their counselor higher in supervision and substituting for others than did those teachers whose counselor had no or only one additional responsibility. Future research is needed to examine the links between multiple roles and school counselor effectiveness.

Book Novice Professional Counselors Perceptions of what was Most Helpful to Them about Their Teachers in Didactic Classes During Their Master s Program

Download or read book Novice Professional Counselors Perceptions of what was Most Helpful to Them about Their Teachers in Didactic Classes During Their Master s Program written by Randall M. Moate and published by . This book was released on 2014 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research investigation was designed to explore the viewpoints of novice professional counselors to understand what it was about their teachers in didactic classes during their program that they perceived as being most helpful to the professional counselor they have become. Q methodology was selected for the research design used in this study, as it was well suited to exploring the viewpoints of novice professional counselors. Thirty-five individuals participated in the study. They completed a 37-item instrument that assessed what they perceived as being most unhelpful to most helpful about their teachers in didactic classes during their master's program. Participants in this study were novice professional counselors who met the following criteria: a) graduates of a counselor education degree program, b) accrued at least 500 post master's direct hours of clinical service working with clients, and c) were no more than three years removed from graduating from their master's degree program. Data analysis was completed using the PQMethod 2.11 computer software, which completed a factor analysis. Three significant factors were found with high positive between factor correlations. A secondary analysis was then completed that revealed an overarching super-factor that existed between Factor 1, Factor 2, and Factor 3. Two primary findings emerged from the data analysis of this study. First, three significantly different factors or shared viewpoints exist among novice professional counselors relative to the research question (i.e., Application Oriented Learner, Intrinsically Motivated Learner, Affect Oriented Learner). Second, although three different shared viewpoints exist among novice professional counselors (i.e., Application Oriented Learners, Intrinsically Motivated Learners, Affect Oriented Learners), there is also a high level of agreement among these three shared viewpoints, suggesting that master's students in clinical mental health counseling may have similar learning preferences to one another. Similarities among the three factors were substantial enough to reveal a super-factor that represents a middle ground of commonality among the three factors of what is perceived as being helpful about teachers of didactic classes in clinical mental health counseling master's degree programs.

Book Teacher Perceptions of the Professional School Counselor Role Value Effectiveness and Collaborative Willingness

Download or read book Teacher Perceptions of the Professional School Counselor Role Value Effectiveness and Collaborative Willingness written by Summer Marie Reiner and published by . This book was released on 2007 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ASCA National Model represents a developmental, comprehensive counseling program that focuses on program foundation, delivery, management, and accountability (Campbell & Dahir, 1997). The ASCA National Model is believed to be dependent on collaborative relationships with other stakeholders. Teachers represent a powerful group of stakeholders, as they can influence the effectiveness of the school counseling program. In a national survey, high school teachers (n=401) were asked about their perceptions of school counselors. The focus of this research study was to ascertain: (a) the value teachers place on the appropriate role responsibilities and inappropriate role activities as described in the ASCA Executive Summary; (b) their perception of school counselor engagement in the appropriate responsibilities and inappropriate activities as described in the ASCA Executive Summary; (c) teacher willingness to collaborate with school counselors; and (d) their perception of school counselor willingness to collaborate with other stakeholders including teachers. This research revealed that there is still a need: (a) to increase teacher awareness on the role of the school counselor; (b) for school counselors to demonstrate their effectiveness; and (c) for school counselors to pursue collaborative relationships with teachers.

Book Research in Education

Download or read book Research in Education written by and published by . This book was released on 1971 with total page 1236 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Teacher Perceptions of the School Counselors Role

Download or read book Teacher Perceptions of the School Counselors Role written by Jenna M. Marchetta and published by . This book was released on 2011 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: This manuscript examines faculty perceptions of the school counselor's role. The study takes place in a rural intermediate school district where the participants are the faculty. Participants were asked to strongly agree, agree, strongly disagree or disagree with statements based on what School Counselor's role should be which current research identifies as being the most important responsibilities of a School Counselor. Results of this study reflect that the teachers and staff of this school do value the important responsibilities. However, participants who had more than 10 years of experience, were less likely to value certain roles such as classroom guidance, teacher consultation, and informing faculty of what the School Counselor's role is. What can be taken away from this study is that there are significant gaps in older generation teacher perceptions pertaining to the different knowledge about School Counselors' role responsibilities versus a guidance counselor in the past.

Book Teacher Expectations and Perceptions of the School Counselor s Role

Download or read book Teacher Expectations and Perceptions of the School Counselor s Role written by LaRhonda Michelle Cockrell and published by . This book was released on 2020 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine teacher perceptions and expectations about the role of school counselors in various school districts. This research study examined teacher perceptions and expectations in all grade levels, examined similarities and/or differences related to teacher expectations and the 'appropriate' and 'inappropriate' activities outlined in the ASCA's National Model, and determined to what extent teacher expectations correlate to their perceptions of school counseling. A mixed method approach was used to address the research questions. Data from this study indicated that teachers' expectations of the school counselor role and their perception of the school counseling profession correlate to their overall understanding of school counseling.