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Increasing college access: The role...

Hargis, Kellie M.

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Increasing college access: The role of the school counselor in the state merit aid program.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Increasing college access: The role of the school counselor in the state merit aid program./
作者:	Hargis, Kellie M.
面頁冊數:	196 p.
附註:	Adviser: Robert L. Crowson.
Contained By:	Dissertation Abstracts International68-12A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3294715
ISBN:	9780549384298

Increasing college access: The role of the school counselor in the state merit aid program.
Hargis, Kellie M.

Increasing college access: The role of the school counselor in the state merit aid program. - 196 p.

Adviser: Robert L. Crowson.

Thesis (Ed.D.)--Peabody College for Teachers of Vanderbilt University, 2007.

The purpose of this study was to examine the elements of the college access process at play within Tennessee public secondary schools. It explored, using the tools of qualitative research, the formation of student perceptions of, preparation for, and participation in college and what school counselors do to foster or hinder this process. More specifically, the study focused on the intersection of school counselors' assumptions and attitudes, knowledge and skills, and activities and services as they relate to the Tennessee Educational Lottery Scholarship (TELS) program and student college access. Although the literature presents some examples of school counselor influence on college aspirations, research focusing on the role of the school counselor as it relates to the state merit aid program is virtually nonexistent.

ISBN: 9780549384298Subjects--Topical Terms:

626645
Education, Administration.

Increasing college access: The role of the school counselor in the state merit aid program.
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500 $a Source: Dissertation Abstracts International, Volume: 68-12, Section: A, page: 4990.
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520 $a The purpose of this study was to examine the elements of the college access process at play within Tennessee public secondary schools. It explored, using the tools of qualitative research, the formation of student perceptions of, preparation for, and participation in college and what school counselors do to foster or hinder this process. More specifically, the study focused on the intersection of school counselors' assumptions and attitudes, knowledge and skills, and activities and services as they relate to the Tennessee Educational Lottery Scholarship (TELS) program and student college access. Although the literature presents some examples of school counselor influence on college aspirations, research focusing on the role of the school counselor as it relates to the state merit aid program is virtually nonexistent.
520 $a Interviews were conducted with high school counselors and 12th -grade students, across three public high school sites, each differentiated by demographic make-up and geographic location. Student informants were interviewed twice, once in the fall and once in the spring, in focus groups of two or three based on diploma path. Counselor informants were interviewed one time only in focus groups, one per site. A semi-structured protocol was used along with on-site observations and document research to contextualize the examination.
520 $a The study contains richly detailed descriptions of the interaction of school counselor services on the college access process. Both the student and counselor perspectives are presented in order to provide a contextual understanding of what is occurring in public high schools relative to college access in general and the state merit aid program specifically. Emerging themes are explored from within both student and counselor data across sites. A discussion of the implications related to the findings is presented at the close of the study.
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