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An investigation of school counselor...

University of Maryland, College Park.

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An investigation of school counselor involvement in school -family -community partnerships: Exploring the gap between current and prescribed practice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An investigation of school counselor involvement in school -family -community partnerships: Exploring the gap between current and prescribed practice./
作者:	Bryan, Julia Anita.
面頁冊數:	182 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4367.
Contained By:	Dissertation Abstracts International64-12A.
標題:	Education, Guidance and Counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3115701
ISBN:	9780496631810

An investigation of school counselor involvement in school -family -community partnerships: Exploring the gap between current and prescribed practice.
Bryan, Julia Anita.

An investigation of school counselor involvement in school -family -community partnerships: Exploring the gap between current and prescribed practice. - 182 p.

Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4367.

Thesis (Ph.D.)--University of Maryland, College Park, 2003.

Recent school counseling literature and initiatives by the Education Trust and American School Counselor Association (ASCA) to transform school counseling have promoted an integral role for school counselors in school-family-community partnerships. The study drew on the school-family-community partnership research to identify factors that explain the gap between current and prescribed involvement for school counselors in school-family-community partnerships. The School Counselor Involvement in Partnerships Survey (SCIPS) was designed to measure involvement and the identified school counselor and school-related factors. Participants were 235 school counselors randomly selected from ASCA's membership. It was hypothesized that (1) the school counselor and school-related factors would discriminate significantly among school counselors who report low, average, and high involvement, (2) school-counselor factors would contribute to explaining school counselor involvement in school-family-community partnership roles above and beyond school-related factors after controlling for school level, and (3) there would be significant differences in involvement and role perceptions among elementary, middle, and high school counselors.

ISBN: 9780496631810Subjects--Topical Terms:

1017740
Education, Guidance and Counseling.

An investigation of school counselor involvement in school -family -community partnerships: Exploring the gap between current and prescribed practice.
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245 1 3 $a An investigation of school counselor involvement in school -family -community partnerships: Exploring the gap between current and prescribed practice.
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500 $a Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4367.
500 $a Chair: Cheryl Holcomb-McCoy.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2003.
520 $a Recent school counseling literature and initiatives by the Education Trust and American School Counselor Association (ASCA) to transform school counseling have promoted an integral role for school counselors in school-family-community partnerships. The study drew on the school-family-community partnership research to identify factors that explain the gap between current and prescribed involvement for school counselors in school-family-community partnerships. The School Counselor Involvement in Partnerships Survey (SCIPS) was designed to measure involvement and the identified school counselor and school-related factors. Participants were 235 school counselors randomly selected from ASCA's membership. It was hypothesized that (1) the school counselor and school-related factors would discriminate significantly among school counselors who report low, average, and high involvement, (2) school-counselor factors would contribute to explaining school counselor involvement in school-family-community partnership roles above and beyond school-related factors after controlling for school level, and (3) there would be significant differences in involvement and role perceptions among elementary, middle, and high school counselors.
520 $a The factor analyses revealed that the survey consisted of sub-scales measuring a number of distinct factors: the dependent variable, involvement in partnerships; one school-related factor, school norms of collaboration; and six school counselor factors: role perceptions, confidence in ability to build partnerships, commitment to advocacy, perceived barriers, attitudes about partnerships, and attitudes about families and communities. The factors were used in a discriminant analysis, multiple regression, and multivariate analysis of variance to examine their effects on school counselor involvement in school-family-community partnerships. Results indicated that group differences among school counselors with low, average, and high levels of involvement in school-family-community partnerships are explained by school norms, role perceptions, confidence in ability, commitment to advocacy, and attitudes about partnerships. Results also found that role perceptions, confidence in ability to build partnerships, and attitudes about partnerships, influence school counselor involvement in school-family-community partnerships above and beyond school norms. Furthermore, elementary, middle, and high school counselors did not differ significantly in their level of involvement or role perceptions. This study has training, policy, and practice implications for school counselors. It provides a model for explaining and assessing school counselors' and possibly other school professionals' involvement in school-family-community partnerships.
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