Accountability Practices of Wisconsin Elementary School Counselors

Autor/in	Brink, Marilyn C. H.
Titel	Accountability Practices of Wisconsin Elementary School Counselors
Quelle	(2013), (252 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Edgewood College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-7496-6
Schlagwörter	Hochschulschrift; Dissertation; Accountability; Educational Practices; Elementary Schools; School Counselors; Counseling Effectiveness; Counselor Evaluation; Mixed Methods Research; Public Schools; Surveys; Program Improvement; Data Analysis; Planning; Program Effectiveness; Group Counseling; Individual Counseling; Questionnaires; Pretests Posttests; Positive Behavior Supports; Semi Structured Interviews; Wisconsin + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Verantwortung; Bildungspraxis; Elementary school; Grundschule; Volksschule; School counselor; Beratungslehrer; Pädagogischer Berater; Public school; Öffentliche Schule; Survey; Umfrage; Befragung; Auswertung; Ablaufplanung; Planungsprozess; Gruppenberatung; Fragebogen
Abstract	The accountability movement in education and the development of the American School Counselor Association (ASCA) National Model encourages school counselors to evaluate the effectiveness of their school counseling program based on student achievement. This study surveyed Wisconsin elementary school counselors to determine their use of accountability practices to evaluate the effectiveness of school counseling programs. A mixed method approach was used in this 2-phase study. In the first phase, elementary school counselors, serving Wisconsin public school students in kindergarten through 5th or 6th grade, were surveyed to determine if and how they were evaluating the school counseling program to demonstrate program effectiveness and guide program improvement. Quantitative and qualitative data were collected. Of the 261 counselors who participated, 84.6% indicated that they were currently using accountability practices. Participants collected information to guide school counseling program improvement or program planning and to demonstrate program effectiveness. Classroom lessons were evaluated slightly more frequently than small group counseling, large-group activities, or individual counseling. Surveys, questionnaires, and pre/post-test results were the data types used most often to evaluate classroom lessons. Other data types, such as attendance, discipline referrals, and PBIS data were frequently used to evaluate large-group or school-wide activities, small group counseling, and individual counseling. In Phase 2 of this study, four semi-structured interviews were conducted with elementary school counselors and/or state leaders to ascertain their insights into Wisconsin elementary school counselors' use of accountability practices. [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	2020/1/01