Career Interventions: Practices and Preferences of Southern New England High School Counselors Supporting Students' Individual Learning Plans

Autor/in	Wilkerson, Belinda J.
Titel	Career Interventions: Practices and Preferences of Southern New England High School Counselors Supporting Students' Individual Learning Plans
Quelle	(2010), (157 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Johnson & Wales University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1097-1500-2
Schlagwörter	Hochschulschrift; Dissertation; Delivery Systems; High Schools; Intervention; Interviews; School Counseling; Comparative Analysis; School Counselors; Career Guidance; Career Development; Correlation; Surveys; Pupil Personnel Services; Predictor Variables; Multiple Regression Analysis; Computer Uses in Education; Educational Technology; Professional Development; Counselor Training; Barriers; Program Implementation; Counselor Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Auslieferung; High school; Oberschule; Interviewing; Interviewtechnik; School counselling; Pädagogische Beratung; School counselor; Beratungslehrer; Pädagogischer Berater; Berufsorientierung; Berufsentwicklung; Korrelation; Survey; Umfrage; Befragung; Prädiktor; Computernutzung; Unterrichtsmedien
Abstract	The primary purpose of this research was to examine public high school counselors' career interventions practices and preferences in comprehensive school counseling programs. Secondarily, this study investigated how those career intervention practices support students' Individual Learning Plans (ILPs). The research questions guiding this study examined (a) career intervention practices and preferences, (b) the relationship between career intervention practices, preferences and selected explanatory variables, and (c) school counseling support for implementing the career component of students' Individual Learning Plans. The sample ( N = 84) was public high school counselors in a southern New England state. Utilizing an explanatory, sequential mixed methods design, Phase I, was a web-based survey with close-ended and open-ended questions. Cronbach's alpha (0.94) indicated internal reliability of the total scores. Descriptive statistics (frequency, percentages, means, standard deviations) characterized the respondents, public high school counselors ( N = 84). Multiple stepwise regression analyses examined relationships between the outcome variables and selected explanatory variables. Group interviewing expanded the survey data prior to comparative analysis of data from Phase I, Phase II, and the "Rhode Island School Counselor Survey Report" providing a deeper understanding of the findings. Respondents indicated 41 of 44 career interventions (93%) they practiced significantly comprised less of their comprehensive school counseling programs than preferred. A weak, negative relationship ( r = -0.30) existed between the Field-based taxon and five hours or less of annual professional development in the career domain where the adjusted R[superscript 2] = 7.4%. Top ranked emergent themes to examine Individual Learning Plans support were: delivery system; computer assisted career guidance systems; and multiple implementation barriers. Recommendations were to establish policies and protocols for implementing Individual Learning Plans and to support students' career development in schools. Several research topics are offered. [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	2017/4/10