東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Degree of implementation of the Idah...

Hoffmann, Ray.

Linked to FindBook

Google Book

Amazon

博客來

Degree of implementation of the Idaho Comprehensive School Counseling Program Model and its relationship to high school graduation rates .

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Degree of implementation of the Idaho Comprehensive School Counseling Program Model and its relationship to high school graduation rates ./
Author:	Hoffmann, Ray.
Description:	105 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4586.
Contained By:	Dissertation Abstracts International70-12A.
Subject:	Education, Middle School. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3388306
ISBN:	9781109526912

Degree of implementation of the Idaho Comprehensive School Counseling Program Model and its relationship to high school graduation rates .
Hoffmann, Ray.

Degree of implementation of the Idaho Comprehensive School Counseling Program Model and its relationship to high school graduation rates . - 105 p.

Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4586.

Thesis (Ed.D.)--University of Phoenix, 2008.

The two-fold purpose of this quantitative study was (1) to determine the degree of implementation of the Idaho Comprehensive School Counseling Program Model in junior and senior high schools across the state and (2) examine whether a relationship exists between degree of implementation and academic success, as measured by high school graduation rate. The relationship among variables was tested using a Pearson correlation coefficient with multiple regression analysis used to determine whether additional variables influence a correlation to graduation rate. Results of the study found that rural schools tend to have higher graduation rates than non-rural schools; principals are mostly unaware of the comprehensive model in their schools; graduation rates tend to decrease when implementation of responsive services increases; and few counselors implement a self-evaluation of the model in their school. Recommendations include the encouragement that counselors and principals work collaboratively in developing school counseling programs where they become advocates for students in their effort to meet the challenges of school and prepare for transition after high school.

ISBN: 9781109526912Subjects--Topical Terms:

1030813
Education, Middle School.

Degree of implementation of the Idaho Comprehensive School Counseling Program Model and its relationship to high school graduation rates .
LDR:02144nam 2200289 4500 001 1399959
005 20110930110409.5
008 130515s2008 ||||||||||||||||| ||eng d
020 $a 9781109526912
035 $a (UMI)AAI3388306
035 $a AAI3388306
040 $a UMI $c UMI
100 1 $a Hoffmann, Ray. $3 1678969
245 1 0 $a Degree of implementation of the Idaho Comprehensive School Counseling Program Model and its relationship to high school graduation rates .
300 $a 105 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4586.
500 $a Adviser: Tom Trautman.
502 $a Thesis (Ed.D.)--University of Phoenix, 2008.
520 $a The two-fold purpose of this quantitative study was (1) to determine the degree of implementation of the Idaho Comprehensive School Counseling Program Model in junior and senior high schools across the state and (2) examine whether a relationship exists between degree of implementation and academic success, as measured by high school graduation rate. The relationship among variables was tested using a Pearson correlation coefficient with multiple regression analysis used to determine whether additional variables influence a correlation to graduation rate. Results of the study found that rural schools tend to have higher graduation rates than non-rural schools; principals are mostly unaware of the comprehensive model in their schools; graduation rates tend to decrease when implementation of responsive services increases; and few counselors implement a self-evaluation of the model in their school. Recommendations include the encouragement that counselors and principals work collaboratively in developing school counseling programs where they become advocates for students in their effort to meet the challenges of school and prepare for transition after high school.
590 $a School code: 0850.
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Guidance and Counseling. $3 1017740
650 4 $a Education, Secondary. $3 539262
690 $a 0450
690 $a 0519
690 $a 0533
710 2 $a University of Phoenix. $3 1018420
773 0 $t Dissertation Abstracts International $g 70-12A.
790 1 0 $a Trautman, Tom, $e advisor
790 $a 0850
791 $a Ed.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3388306