Urban High School Faculty Members Speak Up: What They Need from a School Counseling Program from School Counselors and Principals

Autor/inn/en	Graf, Eric; Yavuz, Olcay
Titel	Urban High School Faculty Members Speak Up: What They Need from a School Counseling Program from School Counselors and Principals
Quelle	In: Journal of Educational Leadership and Policy Studies, 7 (2023) 1, (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-2826
Schlagwörter	Urban Schools; High School Teachers; Educational Needs; School Counseling; School Counselors; Principals; Teacher Attitudes; Administrator Attitudes; Counselor Attitudes; Student Needs; Administrator Role; Counselor Role; Poverty; Social Emotional Learning; College Readiness; Career Readiness; Connecticut + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Educational need; Bildungsbedarf; School counselling; Pädagogische Beratung; School counselor; Beratungslehrer; Pädagogischer Berater; Principal; Schulleiter; Lehrerverhalten; Armut
Abstract	There is a growing emphasis to improve every student's academic, social-emotional, and career and college development as schools strive to design and deliver comprehensive counseling programs that support students' development in these areas. The purpose of this study is to explore a large urban high school teachers' counselors and admins' perspectives on improving a high-poverty urban school's counseling services to extend school leaders' and counselors' knowledge about delivering effective school counseling programs as, ultimately, success lies with an effective principal and school counselor partnership. Particularly, data from our study will allow urban school principals and school counselors to identify the high and low program needs of urban students to become college, career, and life ready. The next set of comparisons was conducted for social-emotional needs. Like academic development needs, the entire ANOVA summary tables showed non-significant differences. The findings indicated that some responses varied significantly across (1) special education faculty, (2) regular classroom teachers and (3) school counselors in terms of rating of students' counseling needs. School leaders and school counselors can apply the findings of this study to create systemic and comprehensive student services in their schools. Particularly, school leaders and counselors can apply the results in decision-making, discussions, and time allocation in prevention/education versus reactive/responsive academic and counseling services. (As Provided).
Anmerkungen	Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01