Preparing School Counseling Trainees in Professional Legislative Advocacy

Autor/inn/en	Mullen, Patrick R.; Backer, Adrienne; Niles, Jennifer K.; Chae, Nancy
Titel	Preparing School Counseling Trainees in Professional Legislative Advocacy
Quelle	In: Journal of the Scholarship of Teaching and Learning, 23 (2023) 1, S.59-71 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mullen, Patrick R.) ORCID (Backer, Adrienne) ORCID (Niles, Jennifer K.) ORCID (Chae, Nancy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Advocacy; Counselor Training; Intervention; Self Efficacy; Legislation; Educational Policy; Policy Formation; College Faculty; Counselor Educators; Self Esteem; Outcomes of Education; Student Attitudes; Knowledge Level; Pretests Posttests; Professional Identity; School Counselors; School Counseling; Instructional Effectiveness; Attitude Measures; Field Trips; District of Columbia + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; Self-efficacy; Selbstwirksamkeit; Gesetzgebungslehre; Politics of education; Bildungspolitik; Politische Betätigung; Fakultät; Self-esteem; Selbstaufmerksamkeit; Lernleistung; Schulerfolg; Schülerverhalten; Wissensbasis; School counselor; Beratungslehrer; Pädagogischer Berater; School counselling; Pädagogische Beratung; Unterrichtserfolg; Exkursion
Abstract	Professional legislative advocacy is a pathway to improve the field of education as it may lead to policy changes that impact schools and the profession directly. Higher education faculty have the opportunity to infuse in their students the skills and confidence to become advocates for their respective disciplines. In this study on an approach to teaching, we developed a training intervention to teach and build school counseling trainees' confidence for engaging in professional legislative advocacy and evaluated its effectiveness in an initial study. Compared to pretest scores, the participants had significant gains in knowledge, skills, and attitudes related to professional legislative advocacy after the training intervention. Their posttest scores were also higher than a sample of school counselor trainees who did not participate in the training. We discuss the implications of these findings and suggested research directions. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01