Academic literature on the topic 'Academic guidance counseling|School administration'
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Journal articles on the topic "Academic guidance counseling|School administration"
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Jarkawi, Jarkawi, Kasypul Anwar, Zainal Fauzi, and Husnul Madiah. "The Study About Management of Counseling and Guidance Program in Vocational School, Banjarmasin, Indonesia." International Research-Based Education Journal 1, no. 2 (March 15, 2018): 182. http://dx.doi.org/10.17977/um043v1i2p182-187.
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The counseling and guidance program management as an integral part of education services in school requires the executors to continue in order to improve and develop the service quality. The counseling and guidance have a role to help the learners to be independent, to grow, and to be able to solve their own problems. The implementation of counseling and guidance always undergoes of perfecting. It happens because the problems faced by students always change and get dynamics. The form of activities to do include the socialization of the program to new students, the delivering of materials and services both individual and group, handling students with problems, whether relating to academic problems, personal aspects or violations. While the supervision process includes (a) recording (administration/documentation), (b) evaluation (measurement and assessment of results and work processes and organizational performance), and (c) taking improvement and development step.Keywords: Program Management, Planning, Organization, Implementation, and Controlling
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Hassan, Amina, Ssali Muhammadi Bisaso, Isa Ssekanyo, and Rehema Kantono. "Academic Performance in Islamic University Primary School: Causes of Poor Performance and Anticipated Remedy. A Study Commissioned by the Executive Board of Islamic University in Uganda." East African Journal of Education Studies 2, no. 1 (September 12, 2020): 105–14. http://dx.doi.org/10.37284/eajes.2.1.210.
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The study explored the causes of poor academic performance and anticipated remedy in Islamic university primary school. The study was qualitative in nature and case study design was used. Purposive sampling technique was used to select 28 respondents who were interviewed. Data was collected through semi-structured interviews, documentary analysis and observation. The thematic analysis method was used to analyse data. The findings revealed that the causes of poor academic performance included, absenteeism, poor feeding, language problem, negative teachers’ attitude, inadequate support from administration, and poor school environment. The researchers developed a tool to help improve the academic performance in Islamic university primary school. The tool explains that the school should provide professional administration, teacher motivation, in-service training, learners’ guidance and counselling, improve learners’ communication skills and provide a conducive school environment to improve the academic performance of the pupils.
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Dewi, Asnita Putri. "Pengelolaan Supervisi Akademik Sekolah Dasar Islam Terpadu Ash-Haabul Kahfi Lubuk Alung." Kelola: Jurnal Manajemen Pendidikan 7, no. 1 (July 1, 2020): 56–64. http://dx.doi.org/10.24246/j.jk.2020.v7.i1.p56-64.
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This study aims to determine how the management of academic supervision at the Ash-Haabul Kahfi Lubuk Alung Integrated Islamic Elementary School in improving teachers competency and professionalism. The research approach was conducted qualitatively with descriptive methods. Data collected through observation, interviews, and documentation. The results of the study are: (1) In conducting academic supervision planning activities, the school principal had implemented it well. The school principal and teachers had compiled a one-year program design through the school meeting forum. (2) In the process of conducting academic supervision, the principal is considered to have no understanding of academic supervision, because it only focuses on teacher administration examination only (3) Follow-up academic supervision has not been maximized run by the principal as a supervisor, because only fostering teachers whose administration are incomplete. The lack of guidance for school principals related to the learning process, teacher skills in teaching, makes teachers not experience a significant increase in terms of competence and profession as a teacher.
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Atthamimy, Alfam. "Pembinaan dan Layanan Kecakapan Hidup Peserta Didik di MAN Purbalingga." Educreative : Jurnal Pendidikan Kreativitas Anak 5, no. 1 (April 6, 2020): 103–14. http://dx.doi.org/10.37530/edu.v5i1.78.
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Coaching students is part of the management of students which requires madrasas to not just take notes - record the administration of students. Coaching students can be actualized by the existence of activities that accommodate all the needs of students in the field of self-potential development and increase their knowledge. Madrasas need to provide guidance to students through activities that are deemed necessary. It is necessary in the sense of providing benefits for students, for madrassas and the community. The study in this paper is to determine the coaching and life skills services of students at MAN Purbalingga.The results of this study are 1) MAN Purbalingga seeks to establish itself as a research madrasa, through research-based activities carried out by MAN Purbalingga students and / or teachers; 2) Coaching students in MAN Purbalingga is carried out through various activities not only to accommodate talents and interests but also in order to grow and develop life skills of students both academic, personal, social and vocational; 3) the activities of fostering students in MAN Purbalingga consist of guidance on character of noble and religious character, guidance on subjects and the Olympics, guidance on institution management, education and training in journalism and research, as well as through intracuricular and extracurricular activities; 4) Services provided to students include: library, canteen, school health unit, guidance and counseling, vehicle parking, worship facilities and other learning support facilities.
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Ngatini, Ngatini, and Bambang Ismanto. "PENGELOLAAN SUPERVISI AKADEMIK KEPALA SEKOLAH DI SEKOLAH DASAR NEGERI KOTA SEMARANG." Kelola: Jurnal Manajemen Pendidikan 2, no. 2 (December 7, 2015): 127. http://dx.doi.org/10.24246/j.jk.2015.v2.i2.p127-138.
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<p>This study aimed to know the management of school academic supervision activity that conducted by principal in the state primary school Pongangan, Gunungpati, Semarang area that included the planning, implementation, and the follow-up to increacse teachers’ performace. This research was conducted with qualitative descriptive method. The collecting data used interview, observation, and documentation. Research results revealed that (1) the planning of academic supervision by the principal at SDN Pongangan rated very good. (2) the implementation of academic supervision in SDN Pongangan a great fit the program, the schedule, the instruments that used according to the design, aspects that disupervisi votes had been lead on target academic supervision adapted to the needs of teachers and schools, the approach was with the program, academic supervision techniques used varied enough, the academic supervision of implementation constraints by the head of the school is the limited time; (3) the principal efforts made in the follow-up assessed academic supervision has been very good and hard-wired. Activities performed were: a) the beginning of each semester were held in groups/joint supervision of teachers meeting school/KKG school; b) performs the inverse to the teacher in order to reflect ourselves; c) implementing guidance on drafting/administration/creation of learning; d) emphasize on teachers that always paid attention to the discipline of work in carrying out the task of teaching as a teacher; e) provided guidance for teachers on how to teach in interesting and fun way; f) conducted coaching and guidance for teachers in the use of learning media, techniques/methods of teaching; g) provide a learning device formats that are new to the teacher, and taught how to fill them; g) For School Superintendent gave a complete written report in the end of years.</p>
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Schueler, Beth E. "A Third Way: The Politics of School District Takeover and Turnaround in Lawrence, Massachusetts." Educational Administration Quarterly 55, no. 1 (July 2, 2018): 116–53. http://dx.doi.org/10.1177/0013161x18785873.
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Purpose: School district superintendents say politics is the number one factor limiting their performance, yet research provides limited guidance on navigating the political dynamics of district improvement. State takeovers and district-wide turnaround efforts tend to involve particularly heated and polarized debates. Massachusetts’ 2012 takeover of the Lawrence Public Schools provides a rare case of state takeover and district turnaround that both resulted in substantial early academic improvements and generated limited controversy. Method: To describe the stakeholder response and learn why the reforms were not more contentious, I analyzed press coverage of the Lawrence schools from 2007 to 2015, public documents, and two secondary sources of survey data on parent and educator perceptions of the schools. I also interviewed turnaround and stakeholder group leaders at the state and district level regarding the first 3 years of reform. Findings: I find that the local Lawrence context and broader statewide accountability system help explain the stakeholder response. Furthermore, several features of the turnaround leaders’ approach improved the response and reflected a “third way” orientation to transcending polarizing political disagreement between educational reformers and traditionalists. Examples include leaders’ focus on differentiating district–school relations, diversifying school management, making strategic staffing decisions, boosting both academics and enrichment, and producing early results while minimizing disruption. Implications: The findings provide guidance for state-level leaders on developing accountability systems and selecting contexts that are ripe for reform. The results also provide lessons for district- and school-level leaders seeking to implement politically viable improvement of persistently low-performing educational systems.
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Kasirin, Kasirin. "THE EFFORTS TO IMPROVE TEACHER PERFORMANCE THROUGH ACADEMIC SUPERVISION BY THE PRINCIPAL IN PRIMARY SCHOOL." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 3, no. 3 (October 29, 2020): 112. http://dx.doi.org/10.26418/jp2d.v3i3.113.
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There have been many attempts to prepare teachers to become professionals. The fact shows that not all teachers have a good performance in carrying out their duties. Supervision, which is assumed to be a teacher guidance service, is expected to advance and develop teaching so that teachers can teach well and impact student learning. The research aims to improve teacher performance through academic supervision by the principal at SDN 7 Sungai Ambawang. The research method used was descriptive research, with school action research with a collaborative nature with the teacher. The subjects in this study were 18 teachers at SDN 7 Sungai Ambawang, Sungai Ambawang District. Data collection technique in this study was measurement technique and the instrumentl used was the observation sheet. This study's results are as follows: The first finding, the teacher's performance increases in doing learning planning. The second finding, the teacher's performance increases in carrying out learning. The third finding, the teacher's performance increases in assessing student learning achievement. To improve teacher performance at SDN 7 Sungai Ambawang has been done well. Researchers provide motivation, guidance, and direction to teachers to compile complete teaching administration and teaching planning through academic supervision to produce higher quality learning. (2) In the implementation of academic supervision to improve teacher performance at SDN 7 Sungai Ambawang, almost all of the 18 teachers could carry out learning well. Academic supervision activities can increase teacher competence in preparing and implementing learning well, creatively, and fun.
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Suyitno, Didik. "UPAYA PENINGKATAN MUTU PEMBELAJARAN MELALUI SUPERVISI AKADEMIK DI SDN KEBEN KECAMATAN GADING KABUPATEN PROBOLINGGO." JIRA: Jurnal Inovasi dan Riset Akademik 1, no. 2 (October 10, 2020): 188–98. http://dx.doi.org/10.47387/jira.v1i2.41.
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Esensi supervisi akademik tidak hanya menilai kinerja guru dalam mengelola proses pembelajaran, melainkan juga membantu guru mengembangkan kemampuan profesionalismenya. Penelitian ini bertujuan untuk mendeskripsikan peningkatan mutu pembelajaran melalui supervisi akademik. Penerapan supervisi akademik digunakan untuk meningkatkan mutu pembelajaran siswa, minat belajar siswa, dan kemampuan guru dalam mengelola pelaksanaan pembelajaran sehingga sesuai dengan standar yang telah ditetapkan. Penelitian ini berbentuk Penelitian Tindakan Sekolah (School Action Research) dengan menggunakan metode deskriptif, dengan menggunakan teknik persentase untuk melihat peningkatan yang terjadi dari siklus ke siklus. Dengan dilaksanakannya supervise akademik, bimbingan berkelanjutan dapat meningkatkan motivasi guru dalam menyusun administrasi mengajar dan dapat meningkatkan kompetensi guru dalam menyiapkan perencanaan pembelajaran yang pada akhirnya meningkatkan mutu pembelajaran.The essence of academic supervision is not only assessing the performance of teachers in managing the learning process, but also helping teachers develop their professional skills. This study aims to describe the improvement of the quality of learning through academic supervision. The application of academic supervision is used to improve the quality of student learning, student interest in learning, and the ability of teachers to manage the implementation of learning so that it is in accordance with predetermined standards. This research is in the form of School Action Research using descriptive methods, using percentage techniques to see the increase that occurs from cycle to cycle. By implementing academic supervision, continuous guidance can increase teacher motivation in arranging teaching administration and can increase teacher competence in preparing lesson plans which in turn improve the quality of learning.
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Gatbonton, Ryan Ray G. "Educational Experiences of Adolescent Mothers while Studying College in the Philippines." IAFOR Journal of Education 9, no. 1 (February 19, 2021): 41–58. http://dx.doi.org/10.22492/ije.9.1.03.
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Adolescent pregnancy is a significant societal issue that results in lost opportunities for teenage girls in both developed and developing countries. This phenomenological research study explored the lived experience of adolescent mothers during their college years. Eight participants were asked, via unstructured interview, to share their experiences as college students in the midst of pregnancy. Data was analyzed using Collaizi’s method, while member checks and expert audits of interview outputs were done to ensure trustworthiness. Results show that the participants went through several stages in their plight: they faced the complexities of adolescent pregnancy alongside college education; dealt with life and educational conflicts; appreciated the importance of education; found the resolve to carry on for their child; and dreamt of a better future for their families. These findings were clustered into themes and related to Parson’s Adaptation, Goal Attainment, Integration, and Latency theory, as adolescent pregnancy paved the way for teenagers to assimilate society’s expectations of responsible adulthood. Consistent with academic literature, the participants’ experiences show that adolescent mothers are vulnerable in the education setting, and need proper guidance to achieve their full potential. This research can serve as groundwork for initiating several educational reforms. A multicomponent intervention program was developed that is rooted in school and community partnerships.
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Froelich, Jan, Manfred Doepfner, and Gerd Lehmkuhl. "EFFECTS OF COMBINED COGNITIVE BEHAVIOURAL TREATMENT WITH PARENT MANAGEMENT TRAINING IN ADHD." Behavioural and Cognitive Psychotherapy 30, no. 1 (January 2002): 111–15. http://dx.doi.org/10.1017/s1352465802001108.
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The aim of this study was to demonstrate the effectiveness of cognitive behavioural treatment (CBT) with a focus on academic skills and conduct problems and to increase parents' educational skills in managing aggressive and oppositional behaviour in a subsequent parent training (PMT). For this purpose 18 children with a diagnosis of ADHD combined type participated in the study. In an A-B study design the effects of a 12-week treatment phase (6 weeks CBT; 6 weeks PMT) were compared with a preceding 4-week baseline. Core symptoms of ADHD, conduct problems and individual problem behaviour were assessed by weekly administration of parent and teacher questionnaires. The results indicate a significant and generalized reduction of ADHD core symptoms, conduct problems and homework problems during CBT at home and at school. PMT resulted in a further amelioration of the cited symptoms. We conclude that CBT may be a promising component in the treatment of ADHD provided that aspects of generalization are considered during the treatment. PMT may be a useful adjunct in most cases as it is effective in situations where the ADHD child still has problems of self-guidance.
Dissertations / Theses on the topic "Academic guidance counseling|School administration"
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Ailshie, Lyle C. "Participation in Extracurricular Activities and the Relationship to Academic Achievement and School Attendance Among High School Seniors." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2624.
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This study examines the relationship between participation in extracurricular activities and the variables of school attendance and academic achievement. The population for the study was the 1994-95 graduating class in the First Tennessee Development District high schools. The definition of extracurricular activities was expanded to include the employment of students. The relationships were examined through Pearson Product Moment correlations and by way of multiple regression. A total of 575 students from thirteen high schools made up the sample for this study. Schools were classified into three size categories and proportionally selected in order to accurately represent the population. Selected students responded to a survey instrument in order to provide the information to be analyzed. Demographic information concerning race, gender, and estimated family income was gathered. Respondents were also asked to provide the number of absences during the current year and current cumulative grade point average. The remaining portion of the survey contained a list of thirty-seven activities typically sponsored by high schools. Students provided information regarding the amount of time per week and the time frame of participation for any activity in which they participated. Space was allotted for respondents to provide the same information for activities not listed. A significant relationship was found between involvement in extracurricular activities and both school attendance and academic achievement. Results showed that as involvement in extracurricular activities increased, school attendance and academic achievement improved. This was true for two definitions of involvement. Results for employment differed. As involvement in employment increased, school attendance and academic achievement declined.
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Sherrod, Michael William. "Student peer conflict management in California high schools: A survey of programs and their efficacy as perceived by disciplinarians." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2942.
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The purposes of this survey study were to determine how disciplinarians perceive: (1) student peer conflict management programs as affecting their student discipline workloads, (2) their student peer conflict management programs' influence on school climate, (3) the need for student peer conflict management programs in California public high schools, and (4) the characteristics of their student peer conflict management programs. The sample population in this study consisted of 68 disciplinarians in high schools having student peer conflict management programs. The design incorporated closed-ended questions, open-ended questions, ranking items, and rating items. Statistical analysis included frequencies and percentages. The findings of this study indicated that disciplinarians perceive: (1) Their discipline overloads are eased by student peer conflict management programs. (2) The programs serve to enhance school climates. (3) There is a need for student peer conflict management in California public high schools. (4) Programs in California high schools are unique to their specific sites. The following were some of the conclusions reached: (1) When student discipline problems are resolved by student peer conflict management teams, the volume of administrative student contact is reduced. It is interesting to note that more disciplinarians ranked "longer single contacts" (with students) as their highest priority for use of "saved time." (2) Student peer conflict management activity creates or facilitates numerous conditions which contribute to enhancing school climates. (3) Peer student conflict management programs meet psychological and social needs of students individually and collectively. It is more desirable to have a system in which students can find solutions to their problems rather than punishment increments which pave the way to suspensions and expulsion. (4) The findings of this study reflect the literature which covers the national spectrum of student peer conflict management programs. A state framework needs to be developed, which would be inclusive of successful elements of student peer conflict management programs as outlined in the survey of literature.
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Kiernan, Susan M. "Principals' Beliefs Regarding the Use of Corporal Punishment in Tennessee's First District Public Schools." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2931.
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There were two major purposes of this study. The first purpose was to obtain information from all principals in Tennessee's First District concerning their beliefs about the use of corporal punishment in public schools in Tennessee. Generalizations could be made in areas of similar geographic and cultural makeup. The second purpose of this study was to generate reflective thought in Tennessee's First District to clarify administrators' beliefs as to the use of corporal punishment as a deterrent. Demographic findings of the study revealed a predominately male population of principals. The majority of the population surveyed was male Caucasian. There was a normal distribution among education levels for principals in the First District, ranging from Bachelor degrees to Doctoral degrees. Subgroups that were tested using the Mann-Whitney U test for significance were: principals with 0-10 years experience and those with more than 10 years experience, principals who used corporal punishment in their schools and those who did not, and principals who experienced corporal punishment as children and those who did not. The review of literature in regard to corporal punishment revealed four constructs that proponents used when explaining why it was used: religious beliefs, legal perspectives, cultural beliefs, and effectual beliefs as a disciplinary measure. Principals in the First District of Tennessee had similar religious beliefs regarding the use of corporal punishment. In comparison, principals who used corporal punishment had significantly different belief scores relative to legal perspectives, culture, and effectiveness than those who did not use corporal punishment. Principals who experienced corporal punishment as children scored significantly higher in beliefs of its effectiveness than those who had never experienced it.
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Snyder, Janie H. "The Effects of Retention in Elementary School on Subsequent Academic Performance and Instructional Practices." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2798.
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The purpose of this study was to examine the impact of retention on the academic performance of students retained in the third and fifth grade during the 1985-86 school year. A follow up study was used to analyze changes in academic test results. Another purpose was to interview teachers who had retained students and teachers who had taught the children the next school year to determine what changes occurred in instructional practices. Forty retained students of Northeast Tennessee were matched according to sex and similar scaled scores on the Stanford Achievement Test. Scores were compared by grade and by year from 1986 through 1989. An interview guide was used to collect responses from teachers. Answers were categorized according to physical, social, academic, behavioral, emotional, programmatic and, instructional factors that were common to retained students. Findings indicated there were no statistically significant differences in test scores for students who had been retained, verses students who had been promoted two years after the retention occurred. Findings also indicated minimal programmatic interventions were conducted for students during the second year in the same grade. The primary factors teachers listed for causing students to be retained were lack of academic performance in the regular classroom and lack of listening and attention skills. Most teachers relied upon physical, social, and behavioral maturity to aid students in their academic success, rather than different instructional interventions.
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Thomas, Memuriyil Mathai. "Grade retention: Issues, legislative actions, administrative challenges, alternatives and long-term effects." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2566.
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Purpose . The purpose of this study was to determine (a) the perceptions of teachers concerning the desirability and effectiveness of selected alternatives to social promotion and grade retention, (b) the perceptions of elementary school principals toward selected alternatives to social promotion and grade retention, and (c) compare the differences and similarities of perceptions of teachers and elementary school principals toward selected alternatives to social promotion and grade retention. The rationale for this investigation was derived from empirical research demonstrating retention's negative impact on retained students. Procedure . The sample population in the study included 114 second and third grade teachers and 36 elementary school principals. The study determined and compared the effectiveness of alternatives to social promotion and grade retention as perceived by representative samples of second and third grade teachers and elementary school principals from Stockton Unified, Manteca Unified, Lincoln Unified and Lodi Unified School Districts of San Joaquin County, California. Data for the study were collected through mail survey, which contained 29 items. Participants in the study expressed their degrees of agreement or disagreement regarding each item by selecting the appropriate response on a four-point Likert-type scale. Data collected through the survey were statistically analyzed using the Statistical Package of Social Science (SPSS) on a personal computer. Means, standard deviations, and rankings were computed for each survey item. A series of independent sample t tests were performed to determine if any significant differences existed between teachers' and school administrators' perceptions with regard to selected alternatives to retention. Findings . Principals and teachers strongly endorsed parental involvement, early identification and timely intervention, providing high-quality curriculum and instruction, high-quality professional development for teachers, and recruiting and retaining highly qualified teachers as the best alternatives to social promotion and grade retention. Conclusions and recommendations . Schools need to identify at-risk children early and provide targeted intervention. Parental involvement in the education of their children is crucial. School Districts should also strive to hire, and retain well-trained teachers and equip every classroom with high-quality curriculum and rich learning environment.
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Shironaka, Timothy. "A collective case study of pupil truancy and the effects upon student behavior within academic and social contexts." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2498.
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Students who are truant from school may result in their becoming academically and socially unprepared to enter the work force. In an age in which higher paying jobs require technical skills from workers, employees with minimal skills and academic preparation have a negative social and fiscal impact upon the school community and the larger social order of the country. The purpose of this study examines the problem through personal, in-depth interviews of students identified as truants in order to provide a deeper understanding of the phenomena and the critical effects upon their academic and social development. Eight individual students are interviewed, examining their lived experiences as it relates to their education through a collective case study methodology. The reconstruction of these students' reflections on life events provides a subjective analysis of their school attendance, with implications for educators to begin prevention and intervention strategies prior the onset of the middle school experience.
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Feathers, Tammie N. "The Use of Alternative School Placements for Disciplinary Interventions With At-risk Students." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2908.
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The purpose of this study was to investigate effective ways of providing educational services for at-risk students who are repeatedly placed out of the regular classroom into an alternative school. Characteristics of both settings were investigated in terms of meeting student needs to determine what ingredients might be missing from either or both settings that should be implemented to help these students succeed. The research was qualitative and used a case study design. Primary data were gathered from interviews with five students placed in an alternative school setting and interviews with teachers and administrators in both the regular school and the alternative school. Cumulative student records were also used. The researcher concluded that students who are repeatedly placed in the alternative program are a very small percentage in each school; however, there is a need for better resources in both the regular and alternative programs to meet the needs of these students. Key ingredients are better communication between the two settings and a better understanding of the role of the alternative program in serving these students. There is also a need for transition planning and follow-up with students who are not finding success when placed back in the regular classroom and are being pulled back and forth between the two programs.
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Walker, Verne W. "Organization of Academic Advising in Ohio's Two-Year Public Colleges." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1332959188.
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Daniel, James L. "Advisement Effectiveness and Self-directed Learning: A Comparison Between Traditional and Non-traditional Students in Selected Regional Universities in Tennessee." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2902.
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Because most academic advisement programs were established to accomodate traditional student populations, it was the purpose of this study to compare the effectiveness of these systems as perceived by traditional and non-traditional undergraduate students at three of Tennessee's regional universities. Traditional and non-traditional students were also compared on the extent to which they exhibit self-directed learning. A comparison of mean scores was made for responses made to items contained in the American College Testing (ACT) Survey of Academic Advising, including the total mean score for the Oddi Continuing Learning Inventory (OCLI) between traditional/non-traditional students, full-time/part-time students, students at the three universities, males/females, students of different races, and married/unmarried students. There were no significant differences found as to the perception of overall advisement effectiveness between traditional/non-traditional students, full-time/part-time students, students at the three universities, males/females, students of different races, or married/unmarried students. However, differences were found among the groups. Part-time students were more satisfied with the performance of their advisors in relation to various questions than full-time students. Non-traditional students were generally more satisfied with their personal relationship with their advisors and also obtained a higher mean score on the OCLI than traditional students. Significant differences were found among students responding from the three universities to questions regarding advisor availability, referrals by advisors, and the initiation of meetings on the part of the advisor. It is recommended that academic advisement programs be evaluated on a continuing basis and that advisors be made available to meet the needs of various groups represented in each college, especially part-time and non-traditional students. It is also recommended that more research be conducted relative to the various groups that presently make up student populations as to possible correlation between various individual and group characteristics that might impact academic advisement. Included in those additional studies could be examination of differences of perceived advisement between students at various types and sizes of institutions as well as a comparison of perceived advisement effectiveness between institutions having various student/advisor ratios. (Abstract shortened with permission of author.)
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Morris-Smith, Elizabeth Rachelle Morris. "An Examination of the Alignment of the Proposed Ohio School Counselor Evaluation System with the Views and Perceptions of School Administrators and Counselors on the Role of School Counselors in Northwest Ohio." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1497279019378304.
Full textBooks on the topic "Academic guidance counseling|School administration"
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Penn, Alexandra. Integrating academic and vocational education: A model for secondary schools. Alexandria, Va: Association for Supervision and Curriculum Development, 1996.
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Banks, John L. Administration need for educationalreform in guidance and counseling. San Francisco: Austin & Winfield, 1993.
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Administration need for educational reform in guidance and counseling. San Francisco: Austin & Winfield, 1994.
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C, Gysbers Norman, ed. Leading and managing your school guidance program staff: A manual for school administrators and directors of guidance. Alexandria, VA: American Counseling Association, 1998.
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O'Higgins-Norman, James. Education matters: Readings in pastoral care for school chaplains, guidance counsellors, and teachers. Dublin, Ireland: Veritas, 2014.
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A, Henderson Donna, and Cobia Debra C, eds. Developing an effective and accountable school counseling program. 2nd ed. Upper Saddle River, N.J: Pearson Merrill Prentice Hall, 2007.
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Giroux, Gaston. Le titulariat dans les classes du secondaire: Document de travail préparé dans le cadre du Plan d'action sur la réussite éducative. [Québec]: Gouvernement du Québec, Ministère de l'éducation, 1993.
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Gaston, Giroux. The homeroom system in secondary classes: Working document prepared within the framework of the Plan of Action on Educational Success. [Québec]: Gouvernement du Québec, Ministère de l'éducation, 1993.
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Teacher preparation in career pathways: The future of America's teacher pipeline. Lanham, Md: Rowman & Littlefield Education, 2012.
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K, Crawford Donna, and National Institute for Dispute Resolution (U.S.), eds. The handbook of conflict resolution education: A guide to building quality programs in schools. San Francisco, Calif: Jossey-Bass Publishers, 1998.
Find full textBook chapters on the topic "Academic guidance counseling|School administration"
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Ziomek-Daigle, Jolie. "The Three Broad Domains: Academic, Career, and Social/Emotional." In School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes, 22–36. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2016. http://dx.doi.org/10.4135/9781071801123.n2.
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Branson, Dana C. "Student Trauma, the Hidden Curriculum, and Cultural Humility." In Addressing Multicultural Needs in School Guidance and Counseling, 82–105. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch005.
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Student trauma can set up challenges and obstacles to a student's academic success. The correlation between experienced childhood trauma and negative medical and social problems is significant, creating problems at school with academic work, behaviors, and social interactions. Further compounding this issue are cultural differences in traumatic resolution and the hidden curriculum of education, especially as the globalization of school communities increases. The complexity of this issue generates an ideal situation for a multidisciplinary team approach, with precise defining of each team member's role to increase comprehensive services for teachers, students, families, and the administration. Essential members of the multidisciplinary team are school administration, teachers, family members, guidance staff, counseling staff, school social workers, school nurses, and community resources that can coordinate with the school to create individualized plans to optimize student success. The chapter is a compilation of scholarly research through desktop research.
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Branson, Dana C. "Student Trauma, the Hidden Curriculum, and Cultural Humility." In Research Anthology on Navigating School Counseling in the 21st Century, 44–62. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch003.
Full textAbstract:
Student trauma can set up challenges and obstacles to a student's academic success. The correlation between experienced childhood trauma and negative medical and social problems is significant, creating problems at school with academic work, behaviors, and social interactions. Further compounding this issue are cultural differences in traumatic resolution and the hidden curriculum of education, especially as the globalization of school communities increases. The complexity of this issue generates an ideal situation for a multidisciplinary team approach, with precise defining of each team member's role to increase comprehensive services for teachers, students, families, and the administration. Essential members of the multidisciplinary team are school administration, teachers, family members, guidance staff, counseling staff, school social workers, school nurses, and community resources that can coordinate with the school to create individualized plans to optimize student success. The chapter is a compilation of scholarly research through desktop research.
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Dos Santos, Luis Miguel. "The Experiences and Self-Efficacy of Faculty Members Using Distance Learning for the First Time." In Advances in Educational Marketing, Administration, and Leadership, 70–90. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8279-4.ch005.
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The purpose of this study was to understand faculty members' experience, self-efficacy, and sense-making processes after teaching via online distance learning for the first time in the Spring, Summer, and Fall 2020 academic terms (i.e., during the COVID-19 pandemic). The research also sought to understand how participants described their teaching and learning methods and approaches after having completed the three academic terms and received students' feedback. This study aimed to use the findings to develop and refine the preparation and procedural guidance offered to first-time distance learning teachers to improve their methods, approaches, and experiences. Using a phenomenological analysis, the researcher collected data from 70 interviews and seven focus groups. The results recommended school leadership to reform their current distance learning-based programs, and to first-time users of distance learning in teaching faculties to help them reflect on their teaching and learning methods and approaches based on a self-efficacy perspective.
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Rogers, Sandra Annette. "Curation of Your Online Persona Through Self-Care and Responsible Citizenship." In Advances in Educational Marketing, Administration, and Leadership, 65–84. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1766-6.ch005.
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With each blog post, tweet, and online project, internet users are building their online reputation whether they want to or not. In the absence of professional branding, users' online presence contributes vastly to what brands them. Through critical digital pedagogy, teachers and students question all technology practices (e.g., self, school, society). This chapter addresses the safety, security, and perception of their online data through self-determined prevention, weeding, and branding based on their short- and long-term goals. Methods, resources, and a lesson plan are provided as guidance to support students' wellbeing pertaining to the online dimensions of their academic and personal lives. Strategies discussed include online identity system checks to review current digital footprint and data vulnerabilities, contemplation of technology usage in terms of self-care and responsible citizenship, and curation and development of their online persona. These participatory practices address two of the ISTE Standards for Students regarding digital citizenship.
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Weerasinghe, Daya. "Parent-Child Stress on School Mathematics Homework in a Multicultural Society." In Addressing Multicultural Needs in School Guidance and Counseling, 189–214. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch009.
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The aim of this chapter is to discuss parent-child stress among different cultures in relation to parents' perceptions and their involvement in mathematics homework and children's academic achievement. Several decades of research have demonstrated that parental involvement in children's achievement is associated with a variety of positive and negative academic and motivational outcomes. It is argued that parents' involvement may matter more for some children than for others and parents are active participants rather than passive observers in children's education. This chapter provides insights on how parental involvement in homework can make a difference and why excessive involvement of parents can cause stress for both parents and children. Further, it is discussed how the cultural differences between Asian and European groups appear to narrow down with acculturation over the years.
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Mathwasa, Joyce, and Lwazi Sibanda. "The Effect of Examination-Related Anxiety on Career Pathway for High School Graduates." In Addressing Multicultural Needs in School Guidance and Counseling, 216–37. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch010.
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It has always been said ‘Knowledge is Power' and that knowledge is gained through education, an idea as old as humanity. Learners acquire life skills such as cognitive ability, interpersonal, psychosocial, and social skills that help learners in decision making, problem solving, critical thinking, creative and effective communication. These skills are learnt through the numerous subjects within a curriculum. Dewey's assertion is that education is life itself, but it focuses on the examinations, yet life depends on the examination outcomes. This chapter focuses on how learning institutions use tests and examinations to grade learners which affects their future. The examination process causes anxiety due to lack of relevant information, inadequate preparation, and overloaded curriculum content. The pressure to achieve a certain level of excellence, family pride, academic recognition, and social mobility is stressful. The chapter will also explore the sources of stress, the levels of stress and stress management tactics.
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A. Cerrito, Julie, and Richard Joseph Behun. "Online Career Guidance Systems for PK-12 School Students: Compliments to a Comprehensive School Counseling Program." In Education at the Intersection of Globalization and Technology [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.95084.
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The American School Counselor Association (ASCA) identifies three main domains that should be included in a developmental and comprehensive school counseling program. These domains include academic development, social/emotional development, and career development. This chapter will provide an overview of the career development needs of PK-12 students. It will also offer several online career guidance system suggestions that school counselors and educators may employ to meet both the needs of school-aged students and the demands of career guidance and planning during the formative years of elementary, middle, and high school. Research has shown that the area of career development is significantly lacking in school systems and less emphasis is placed on this domain in comparison to others. Therefore, online career guidance systems that may be accessed by students independently or with educator collaboration may help to bridge this gap.
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Holloway, Kristine. "Fair Use, Copyright, and Academic Integrity in an Online Academic Environment." In Encyclopedia of E-Leadership, Counseling and Training, 298–309. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch022.
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Technology has changed the way Fair Use is determined in an educational environment. Administrators face issues of ownership and copyright when making instructional materials available electronically. Planning for copyright issues, negotiating fair contracts with faculty and vendors, collaborating with stakeholders, and re-thinking Fair Use policies for online learning must occur when transitioning to an electronic library. Instructors and school leaders must understand Fair Use and the legal issues involved. They must deal with issues of academic integrity in an electronic environment and offer instruction on how to avoid student and faculty miss-use of materials. Ownership of intellectual property should be clearly defined to avoid conflict between online instructors and administration. Administrators must understand fair use and copyright issues and create policies and plans for dealing with issues that will inevitably arise as they work with course materials, faculty, and students in an online environment.
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Benigno, Stephen. "Fear vs. Threat, School Shootings and Violence." In Advances in Educational Marketing, Administration, and Leadership, 39–52. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-5200-1.ch003.
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The first recorded school shooting took place in Charlottesville, Virginia on November 12, 1840. The most recent school shooting took place on July 11, 2019 in Hartford, Connecticut. Over 500 school shootings have taken place since the Charlottesville incident. Sadly, school shootings are not an anomaly to many communities in America. Administrators, and particularly principals, are faced with significant challenges in creating an environment that is conducive to the development of a productive and safe school culture. The content of this manuscript will explore the existing administrative roles and responsibilities with respect to school safety and the implementation and supervision of those procedures. Also discussed in the manuscript will be the role that fear plays in the decision making process and how some decisions may be misplaced and could be redirected toward more favorable areas of emphasis (i.e., counseling, active supervision, alternative academic options, community outreach, and inclusive student opportunities).