A Phenomenological Study Examining Classroom Teachers' Perceptions of the Roles of Professional School Counselors and School Counseling Programs in RAMP Designated Schools

Autor/in	Vacchio, Calvin Bryan
Titel	A Phenomenological Study Examining Classroom Teachers' Perceptions of the Roles of Professional School Counselors and School Counseling Programs in RAMP Designated Schools
Quelle	(2012), (142 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of South Carolina
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-5856-5
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; Teacher Attitudes; School Counselors; Counselor Role; School Counseling; Qualitative Research; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; High Schools; Interviews; Counseling Services + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; School counselor; Beratungslehrer; Pädagogischer Berater; School counselling; Pädagogische Beratung; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; Oberschule; Interviewing; Interviewtechnik
Abstract	The purpose of this qualitative phenomenological study was to examine the perceptions of professional school counselors, and the comprehensive school counseling programs they implement, through the eyes of classroom teachers in schools that have received designation from the American School Counselor Association (ASCA) for actualizing a Recognized ASCA Model Program (RAMP). Fifteen classroom teachers, five from each level of school setting (elementary, middle, high) participated in an interview process of data collection. Interviews were recorded, transcribed, and coded. The findings from this examination yielded six themes that were significant to the perceptions of professional school counselors using RAMP-designated school counseling programs among the study's participants: teacher support, responsive services, counselor availability, student scheduling, time and student-to-counselor ratio, and unfamiliarity with the RAMP program. Similarities and differences reported by classroom teachers across all levels of K-12 school settings were analyzed. Future implications for professional school counselors and the use of comprehensive school counseling programs were also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10