東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

School counseling and student achiev...

Wong, Kwok-Sze.

FindBook

Google Book

Amazon

博客來

School counseling and student achievement: The relationship between comprehensive school counseling programs and school performance.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	School counseling and student achievement: The relationship between comprehensive school counseling programs and school performance./
作者:	Wong, Kwok-Sze.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
面頁冊數:	145 p.
附註:	Source: Dissertations Abstracts International, Volume: 70-05, Section: A.
Contained By:	Dissertations Abstracts International70-05A.
標題:	School counseling. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3322290
ISBN:	9780549716600

School counseling and student achievement: The relationship between comprehensive school counseling programs and school performance.
Wong, Kwok-Sze.

School counseling and student achievement: The relationship between comprehensive school counseling programs and school performance. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 145 p.

Source: Dissertations Abstracts International, Volume: 70-05, Section: A.

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

This study examines the relationship between school counseling programs and student achievement. The school counseling profession began as an ancillary service provided by teachers in the early 20th century; however, various societal changes led to disparate roles, responsibilities and purposes of school counseling since then. Many attempts have been made to reconcile these issues, primarily through the concept of comprehensive, developmental, results-based school counseling programs that focus on three domains of academic achievement, personal and social development, and career planning to help educate the total child. The idea of comprehensive school counseling programs was first proposed in the early 1960s; however, no large-scale study has been conducted regarding the efficacy of such programs or whether they have any effect on student achievement or overall student success beyond school, although small-scale studies have been conducted on specific components of school counseling programs. This study uses a survey of school counselors to gather information about student performance aggregated at the school level and information about the degree of school counseling program implementation at the school. The survey form is modified from the program audit presented in the American School Counselor Association National Model: A Framework for School Counseling Programs. The survey is conducted electronically by ASCA. Notices are e-mailed to 36,375 school counselors directing them to a link where they can complete the survey online. A factor analysis is conducted on the school counseling program implementation data from the survey responses to reduce the long list of program components to latent concepts and to determine the degree that the components are predictive of school performance. A regression analysis is then conducted to determine the relationship between the performance data and the level of implementation of the program elements and to determine which components show the strongest relationship with the performance measures. By demonstrating that comprehensive school counseling programs exhibit a positive relationship with student performance, this study presents many opportunities to help improve the quality of education through expanded school counseling programs, greater collaboration among educators, greater integration of school counseling in schools, and most importantly, continued growth in student achievement.

ISBN: 9780549716600Subjects--Topical Terms:

2144793
School counseling.
Subjects--Index Terms:

Achievement

School counseling and student achievement: The relationship between comprehensive school counseling programs and school performance.
LDR:03699nmm a2200373 4500 001 2396422
005 20240611104246.5
006 m o d
007 cr#unu||||||||
008 251215s2008 ||||||||||||||||| ||eng d
020 $a 9780549716600
035 $a (MiAaPQ)AAI3322290
035 $a AAI3322290
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wong, Kwok-Sze. $3 3766116
245 1 0 $a School counseling and student achievement: The relationship between comprehensive school counseling programs and school performance.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2008
300 $a 145 p.
500 $a Source: Dissertations Abstracts International, Volume: 70-05, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Stevenson, Howard.
502 $a Thesis (Ed.D.)--University of Pennsylvania, 2008.
520 $a This study examines the relationship between school counseling programs and student achievement. The school counseling profession began as an ancillary service provided by teachers in the early 20th century; however, various societal changes led to disparate roles, responsibilities and purposes of school counseling since then. Many attempts have been made to reconcile these issues, primarily through the concept of comprehensive, developmental, results-based school counseling programs that focus on three domains of academic achievement, personal and social development, and career planning to help educate the total child. The idea of comprehensive school counseling programs was first proposed in the early 1960s; however, no large-scale study has been conducted regarding the efficacy of such programs or whether they have any effect on student achievement or overall student success beyond school, although small-scale studies have been conducted on specific components of school counseling programs. This study uses a survey of school counselors to gather information about student performance aggregated at the school level and information about the degree of school counseling program implementation at the school. The survey form is modified from the program audit presented in the American School Counselor Association National Model: A Framework for School Counseling Programs. The survey is conducted electronically by ASCA. Notices are e-mailed to 36,375 school counselors directing them to a link where they can complete the survey online. A factor analysis is conducted on the school counseling program implementation data from the survey responses to reduce the long list of program components to latent concepts and to determine the degree that the components are predictive of school performance. A regression analysis is then conducted to determine the relationship between the performance data and the level of implementation of the program elements and to determine which components show the strongest relationship with the performance measures. By demonstrating that comprehensive school counseling programs exhibit a positive relationship with student performance, this study presents many opportunities to help improve the quality of education through expanded school counseling programs, greater collaboration among educators, greater integration of school counseling in schools, and most importantly, continued growth in student achievement.
590 $a School code: 0175.
650 4 $a School counseling. $3 2144793
653 $a Achievement
653 $a Counseling
653 $a School counseling
653 $a School performance
653 $a Student achievement
690 $a 0519
710 2 $a University of Pennsylvania. $3 1017401
773 0 $t Dissertations Abstracts International $g 70-05A.
790 $a 0175
791 $a Ed.D.
792 $a 2008
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3322290