Academic literature on the topic 'Education|School counseling|Higher education'
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Journal articles on the topic "Education|School counseling|Higher education"
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Abraham, Jaya, Shilpa Iyanna, and Makhtar Sarr. "Perceived Rate Of Returns To Education: A UAE Perspective." International Business & Economics Research Journal (IBER) 12, no. 8 (2013): 979. http://dx.doi.org/10.19030/iber.v12i8.7993.
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The measurement of rate of returns is central to the profitability analysis of educational investments. Literature suggests that the ex-ante approach of measuring the perceptions of the beneficiaries is a reliable indicator of returns to education. The present study estimates the perceived rate of returns to higher education for undergraduate students in UAE. Respondents were asked to provide estimates of future expected earnings with and without higher education. The study indicates that the Emiratis and non-Emirati students differ significantly in the estimates of perceived rate of returns. The findings of this study offer strategic insights on the economic considerations in the higher education enrollment process in the UAE. It also emphasizes the need for better counseling among the Emirati school students regarding the importance of higher education and return to higher education.
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Depeng, Zhang, and Shi Zhenlei. "Urban-rural Comparison of Children’s Education Investment in Compulsory Education." E3S Web of Conferences 214 (2020): 03049. http://dx.doi.org/10.1051/e3sconf/202021403049.
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Family education investment is an important mechanism that affects the stratification of urban and rural education in China. This article analyzes the urban-rural gap in China’s family education investment and focuses on comparing the two levels of family education expenditure and education participation. The study found that the total expenditure for children ‘s education in urban households during compulsory education is higher than that in rural households, and the gap between the two in terms of extra-school tutoring expenditure is even greater. In terms of family education participation, the education participation behavior of urban families among children of compulsory education stage is more frequent, and the counseling time is longer than that of rural families. Rural families’ care for their children’s life and learning is significantly weaker than urban families. The comparative study of urban and rural family education investment in this article is helpful to understand the formation of urban and rural education inequality, and to grasp the specific differences between urban and rural family children’s education investment in compulsory education stage.
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Karabulut, Nuriye. "The Irish Education System and Implications for the Turkish Education System." Khazar Journal of Humanities and Social Sciences 21, no. 4 (2018): 71–94. http://dx.doi.org/10.5782/2223-2621.2018.21.4.71.
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The purpose of the current study is to make a detailed introduction to the Irish education system and to come up with some implications latter through comparing it with the Turkish education system. Accordingly, the literature was reviewed. A general introduction was made to Ireland and its education system was examined considering its goals, structure and process dimensions. Similar and different aspects of the Irish and Turkish education system were discussed, and various suggestions were developed. The Irish and Turkish education systems have many similarities in terms of having a centralized structure, students’ obligation to take a general exam at the end of secondary education, financing of schools mostly by public resources, dominance of external inspection at schools and control of higher education by higher education councils such as YÖK and HEA. On the other hand, these two systems differ from each other in terms of administrative structure of schools, time of compulsory education, secular structure of education, rights to send children to whichever school they wish and to educate children at home, financial resources allocated for education, appointment of school principals and participation of stakeholders in administration. As a result of the comparison of these two education systems, it can be said that more opportunities should be provided for stakeholders to take part in administrative processes, psychologists should be included in inspection units, more emphasis should be put on self-assessment and more guidance and counseling should be offered to students so that the education system in Turkey can develop more.
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Khandelwal, Stutee, Sarah E. Zemore, and Anke Hemmerling. "Nutrition Education in Internal Medicine Residency Programs and Predictors of Residents’ Dietary Counseling Practices." Journal of Medical Education and Curricular Development 5 (January 1, 2018): 238212051876336. http://dx.doi.org/10.1177/2382120518763360.
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Background: Although physicians are expected to provide dietary counseling for patients with cardiovascular (CV) risk factors such as hypertension, hyperlipidemia, diabetes, and obesity, nutrition education in graduate medical education remains limited. Few studies have recently examined nutrition education and dietary counseling practices in Internal Medicine (IM) residency training. Objectives: To conduct a contemporary assessment of outpatient nutrition education in IM residency programs in the United States, identify predictors of residents’ dietary counseling practices for CV risk factors, and identify barriers for educators in providing nutrition education and barriers for residents in counseling patients. Design: Cross-sectional anonymous surveys were completed by IM program directors (PDs) and residents throughout the United States. Linear regression was used to examine the association between the amount of nutrition education received and the number of instruction methods used by the residents and frequency of residents’ dietary counseling for patients with CV risk factors. Key Results: A total of 40 educators (PDs and ambulatory/primary care PDs) and 133 residents across the United States responded to the survey. About 61% of residents reported having very little or no training in nutrition. Nutrition education in residency, both the amount of education (β = 0.20, P = .05) and the number of instruction methods used (β = 0.26, P = .02), predicted frequency of residents’ dietary counseling practices independent of nutrition education in medical school, which was also significantly associated with counseling (β = 0.20, P = .03). Residents’ total fruit and vegetable intake likewise predicted frequency of counseling (β = 0.24, P < .001). Low perceived faculty expertise was a major barrier for educators and was associated with lower level of provided nutrition education ( r = −.33, P = .04). Low resident and low perceived clinic preceptors’ interests in nutrition were also associated with lower frequency of residents’ dietary counseling ( r = −.19, P = .04; r = −.18, P = .05). Conclusions: The provision of nutrition education in IM residency programs and IM residents’ dietary counseling for patients need to be systematically assessed nationally. This study’s preliminary findings suggest that multimodal nutrition education in IM residency and better resident dietary habits are associated with higher frequency of dietary counseling for patients. Lack of faculty expertise and low faculty and resident interests in patient counseling need to be addressed perhaps by mandating nutrition education in graduate and continuing medical education.
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Gökbulut, Özlem Dağlı, Burak Gökbulut, and Mustafa Yeniasır. "The impact of pandemic process on special education in Cyprus." LAPLAGE EM REVISTA 7, no. 2 (2021): 364–84. http://dx.doi.org/10.24115/s2446-6220202172749p.364-384.
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In this paper, the education programs offered to students with special needs in the online distance education format during the Covid-19 pandemic period in TRNC and the online family guidance/counseling services offered to their families were evaluated from the perspective of the families. In the study, the data obtained follow a parallel course with other studies in the literature. In studies on the academic support provided by families for children and family participation in learning processes, the relation between family involvement at home and at school and academic success was revealed, which is also the case in this study. In addition, family involvement was determined as an essential predictor of the school success of students, and it was emphasized that increasing family participation would help education reach higher standards and students encounter alternative opportunities.
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PARVU, Iulia, Iulia GRECU, Paula-Cornelia MITRAN, and Gheorghe GRECU. "STUDY ON THE INVOLVEMENT OF THE UNIVERSITY IN TRAINING AND LIFELONG LEARNING OF THE HIGH SCHOOL’S GRADUATES." Annals of Spiru Haret University. Economic Series 18, no. 3 (2018): 97–106. http://dx.doi.org/10.26458/1837.
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The nowadays continuously expansion of the market for higher education services puts a high pressure on the management of such institutions. Universities are trying to keep their position on the market by applying theories and practices that have traditionally been used by the business environment. This paper proposes to adapt such a practice to higher education institutions. This is the strategy of backward vertical integration. We understand this by highlighting the possibilities that higher education institutions have to take over some of the activities carried out in high schools. Starting from the experience of a project to whose implementation the authors participated, the paper describes how the counseling and vocational guidance activities addressed to high school students can be carried out by the higher education institutions.
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Domina, Thurston. "What Works in College Outreach: Assessing Targeted and Schoolwide Interventions for Disadvantaged Students." Educational Evaluation and Policy Analysis 31, no. 2 (2009): 127–52. http://dx.doi.org/10.3102/0162373709333887.
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By offering information, counseling, and tutoring, college outreach programs attempt to smooth the path between high school and higher education for at-risk students. But do these program work? This paper uses longitudinal data from the Education Longitudinal Study to construct two quasi-experiments to assess the effectiveness of college outreach. The first compares outreach program participants with a propensity score matched sample of program non-participants to measure the effects of targeted college outreach programs. The second assesses the effects of school-wide college outreach programs by comparing students in school-wide outreach high schools with students in a matched sample of high schools that offer no formal outreach. The results suggest that targeted outreach programs do little to change the educational experiences of participating students. However, there is limited evidence to suggest that school-wide outreach programs may have modest “spill-over” effects, improving the educational outcomes of relatively unengaged students at participating schools.
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Kelchner, Viki P., Laurie O. Campbell, Cassandra C. Howard, Jasmine Bensinger, and Glenn W. Lambie. "The Influence of School-Based Family Counseling on Elementary Students and Their Families." Family Journal 28, no. 3 (2020): 273–82. http://dx.doi.org/10.1177/1066480720933537.
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A family counseling intervention grounded in systemic family therapy was conducted in a Title I school-based setting with ( N = 48) kindergarten through sixth-grade student-clients and their primary caregivers. Families’ perception of family communication and satisfaction on the Family Adaptability and Cohesion Evaluation Scale-IV was investigated to determine changes in the percentile score at three benchmarks. A repeated measure analysis of variance indicated a statistically significant difference over time in caregivers’ perception of family communication and satisfaction after 5 and 10 weeks. There was no difference in relationship to gender. School-based family counseling programs can contribute to improved family communication and satisfaction. School-based counselors can partner with institutions of higher education to provide free and accessible counseling for students and families in the greatest need.
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Luti, Vela-Gude, Javier Cavazos, Michael B. Johnson, et al. "“My Counselors Were Never There”: Perceptions from Latino College Students." Professional School Counseling 12, no. 4 (2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200407.
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Eight Latino college students were interviewed to determine their perceptions of the role of their high school counselors. The findings revealed the following themes: (a) inadequate advisement, (b) lack of availability, (c) lack of individual counseling, (d) differential treatment, and (e) low expectations or setting limits. Despite insufficient services from school counselors, participants developed a sense of resilience and succeeded in higher education. A discussion is provided and implications for school counselors are presented.
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Milsom, Amy, and Dietz Lauren. "Defining College Readiness for Students with Learning Disabilities: A Delphi Study." Professional School Counseling 12, no. 4 (2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200405.
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A Delphi study was used to examine the construct of college readiness for students with learning disabilities. An expert panel of 29 individuals with backgrounds in special education, postsecondary transitions, higher education, and/or counseling identified and rated the importance of knowledge, skills, attitudes, and other factors they believe to be important for students with learning disabilities to be successful in college. Suggestions for how school counselors can use the results to guide postsecondary transition planning interventions are provided.
Dissertations / Theses on the topic "Education|School counseling|Higher education"
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Walters, Tanaya M. "The Relationship Between Emotional Intelligence and Career Intentions of First-Year College Students at Historically Black Institutions in the Southeast." Thesis, Benedictine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974495.
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<p> With the new era of the workforce dawning, employers emphasize the need for educators to educate young people about the skills and knowledge employers are looking for in the 21st century. In fact, 88% of employers indicated the importance of colleges and universities ensuring all students are prepared (Hart Associates, 2015). In terms of the broad range of knowledge and skills, employers place great value on candidates who demonstrate proficiency in written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings (Hart Associates, 2015). </p><p> According to the Hart Associates (2015), Hay Group (2014) & the International Youth Foundation (2013), employers indicated the need for college graduates to possess a broad range of knowledge and skills to achieve long-term career success. One way to address this gap is through social-emotional intelligence. Emotional intelligence conceptualized in 1990 by psychologists Mayer and Salovey and later popularized by Daniel Goleman in 1995 in his book <i>Emotional Intelligence: Why It Can Matter More Than IQ.</i> Mayer and Salovey (1990) suggested emotional intelligence is the capacity to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and intellectual growth. Goleman’s (2006) later work re-examined the social component of emotional intelligence. Thus, Goleman (2006) postulated social intelligence offered a fresh outlook to human aptitude and human interaction in relationships. </p><p> The purpose of this study is to examine the relationship between emotional intelligence and career intentions of first-year college students at Historically Black Institutions, often referred to as Historically Black Colleges and Universities (HBCU’s). The study will aim to address the following question: What is the relationship between emotional intelligence and career intentions of first-year college students? Information extracted from this study will aim to build on existing emotional intelligence research, as well as, aim to offer new insights into practices that would aid career counselors in their work and inform curriculum design for introduction courses for first-year college students at higher education institutions across the academy.</p><p>
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Moore, Sara R. "Literacy Through Photography| Third-Year and Beyond, First-Generation College Student Experience with Culture and Academic Discourse." Thesis, Wilkes University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729098.
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<p> This qualitative portraiture study examines current issues that surround the experience of third-year and beyond, first-generation college students. There is a need to understand the self-perceptions of first-generation college students. Very few studies follow the group into the third year of college. Most programs track the population for just one year beyond matriculation. Success for first-generation college students is vital, as the group has been identified as a growing population with low college completion rates. This study is presented at a critical time, when the President of the United States claims a college education is necessary to live above the poverty line and achieve middle-class status. The United States government has based public policy and higher education funding upon both student need and institution completion rates. This study used arts-based research and literacy through photography techniques to explore the narrative experience of a small sample of first-generation college students while engaged in interpretative photography. The technique aimed to promote imagination, creativity, critical thinking, and personal reflection. The study engaged participants in literacy through photography and sought to synthesize data in the form of writing samples, interpretative photography, and transcribed interviews to uncover patterns that better explain the tenants of culture leading to academic discourse within a disadvantaged population. The portraiture method was used to provide rich and descriptive data by illuminating themes through participant-researcher collaboration with reflective and narrative components.</p>
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Lancaster, Amber F. "A Qualitative Study of Male Students' Experiences in Counseling Programs and Male Professional Counselors' Experiences Post-graduation." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877129.
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<p> Little is known about what attracts men to the counseling profession and what their experiences are in counseling programs and the profession post-graduation. This qualitative case study examines what attracts men to the counseling profession, recruitment strategies, and proposed recruitment strategies that could affect prospective male students. It also reveals the experiences of males in counseling programs and the counseling profession, after graduation. Findings indicated men are attracted to the field for various reasons. Most participants did not notice any specific recruitment strategies directed toward males. The participants shared ideas for future male recruitment. Findings also indicated there are benefits and challenges associated with being a gender minority in counseling programs and the profession. Implications for counselor preparation programs are presented.</p><p>
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Lachman, Macey W. "A Problematic Yet Necessary Effort| White Women in Student Affairs and Anti-Racist Allyship." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749935.
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<p> As overt acts of racism are becoming increasingly visible and publicized on college campuses, institutions may be tasked with addressing issues around hate speech or racist marches. Meanwhile, white supremacy covertly impacts institutions through biased policies and practices. In this context, student affairs professionals can either perpetuate or combat racism. This study examined how 10 white women working as mid-level student affairs professionals in highly diverse institutions in Southern California made meaning and engaged in anti-racist allyship. The findings were organized along four themes: perceptions of campus climate at diverse institutions, developing white racial consciousness, efforts toward anti-racist allyship, and complexities of white allyship. Participants noticed the impact of historical and geographical contexts, and they identified aspects of climate specific to their institutions. They described the process of developing racial consciousness in a cyclical way, and they understood anti-racist allyship as advocacy. The complexities of white allyship included role confusion, difficulty identifying racism, white privilege, and the consequences of allyship. Emerging from this theme, a conceptual model of white anti-racist identity development is proposed. Recommendations for policy and practice include revision of the ACPA and NASPA (2015) social justice and inclusion competency, increased professional development opportunities around racial justice, and the inclusion of research on racial identity development and disrupting white supremacy in graduate degree programs. Recommendations for future research are also provided.</p><p>
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Ferrell, Anne C. "Advisement in Teacher Preparation Programs| Relational Trust in Advising Graduate Students of Color." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10975504.
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<p> There is ongoing debate in the current teacher preparation landscape about what type of training best prepares teachers for the classroom. As the larger field seeks to improve issues of recruitment and retention, many teacher preparation programs are trying to figure out the best ways to support new teachers, particularly those teaching in urban areas where both academic results and teacher attrition rates have struggled. Fewer scholars have examined how to support graduate students of color studying to become teachers most effectively. In addition to building human capital through teacher training programs, social capital could influence the experience of new teachers. Positive, trusting relationships with a faculty advisor could influence the experience and success of graduate students. </p><p> This qualitative methods study, at an alternative certification program in New York City, seeks to understand better the graduate student / new teacher experience in an advisement model designed to support teachers pursuing their master’s degree in education while teaching in a classroom full time. More specifically, through surveys and interviews of recent program alumni, this study seeks to understand better the experience of graduate students of color in their relationships with their academic advisors, and how relational trust is built.</p><p>
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Llewellyn, Joan. "Teacher Efficacy and Instructional Attentiveness| Exploring Perspectives of Academic Advising at a Tertiary Institution in Jamaica." Thesis, Temple University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690661.
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<p> The purpose of this study was to explore the perspectives of academic advising at a tertiary institution in Jamaica and how it has influenced teacher-efficacy and instructional attentiveness among student teachers. The participants included twelve student teachers and four lecturers who have been intimately involved in academic advising. The student teachers selected have been engaged in academic advising for two to four years while the lecturers have been advising for ten to sixteen years. </p><p> This qualitative study explored how academic advising is related to teacher efficacy and instructional attentiveness among a set of second to fourth year student teachers at a teacher training college in Jamaica. All participants were actively receiving and giving academic advising in a government-owned teacher training institution. The primary source of data was unstructured interviews with student teachers and lecturers. Data were acquired over a two-month period by means of unstructured interviews and field notes. These tools afforded the opportunity to extend the conversations and generate meaning from the responses thereby providing rich descriptive notes of the phenomenon. Data were prepared using triangulation matrices, data coding and the Constant Comparison Approach to generate categories showing patterns and relationships of meaning. </p><p> The findings on the perspectives of the study participants indicate academic advising has significantly influenced teacher-efficacy among the student teachers as their level of confidence increased, appreciation of teamwork blossomed, instructional competency broadened and misbehaviors controlled. Additionally, their valuing of self and acceptance of other personalities grew immensely which positively affected their relationship with various tiers of staff in the learning environment. The interview data garnered from student teachers indicate that instructional attentiveness improved through the use of multiple teaching methods which included authentic assessment, field experience and student-centered learning. Other factors that boosted instructional attentiveness were good relationships with advisors who were understanding of their differences and commended simple efforts. As a result of the academic advising received, there are several implications for practice and policy which need to be addressed in order to help student teachers to identify their strengths and weaknesses, remain on task, avoid drop out and maintain equilibrium between academic and social experiences as they navigate their way through college.</p><p>
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Craft, Katherine Grace. "The Connection Program| An Examination of One Developmental Education Program." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720300.
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<p> Developmental education continues to be an area of concern for higher education institutions. Understanding and developing programs to provide support and increase retention, completion, and success rates for developmental education students is vital to increasing degree attainment in the United States. This study explored one developmental education program at a Midwest community college implemented in 2011. A mixed-methods approach was executed to compare completion and success rates two years prior to implementation and two years following implementation, as well as to obtain qualitative information regarding perceptions of the program. Quantitative data analysis revealed increases in developmental education rates for qualifying Connection Program students when viewed holistically; however, varying degrees of program effectiveness were seen in discipline-level results. Qualitative data analysis revealed four emerging themes: 1) Flawed Placement, 2) Positive Intentions, 3) Flawed Execution, and 4) Student Ambiguity. These findings coincided with research in the developmental education field as areas of importance in regard to increasing degree attainment for these students.</p>
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Nyutu, Pius N. "The development of the student counseling needs scale (SCNS)." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4837.
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Thesis (Ph.D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 19, 2009) Vita. Includes bibliographical references.
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Gallagher, Edward J. III. "What Are the Experiences of Students of Color Involved in the 'A Better Chance Program' in Relation to College Guidance?" Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10680614.
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<p> Research consistently indicates that less affluent students across the country are often deprived of the necessary academic preparation and college guidance needed to successfully select, attend, and graduate from a postsecondary institution (Louie, 2017). Independent schools across America have historically served affluent, White students; however, many independent schools now strive to attract more diverse student populations. One such subgroup in independent school’s communities are students of color. Students of color who enter a traditionally White independent school often find unexpected struggles while acclimating to the independent school environment (Ohikuare, 2013) including developing social capital (Putnam, 2017) and establishing meaningful relationships with students and staff members at these schools. Weiss (2014) refers to these students as being as “doubly disadvantaged”; students of color fortunate to gain acceptance to elite private schools who can still find themselves at the bottom of the opportunity structure without the proper support and guidance. This qualitative study will explore the experiences and perceptions of students who are involved with the A Better Chance (ABC) Program during their college preparation process at a select independent boarding and day schools in the Mid-Atlantic region. Methods of data collection included detailed interviews with sixteen students across fourteen schools from the Mid-Atlantic region currently involved with the A Better Chance program. The study will also compare and contrast the information regarding participant's high school-to-college (HStoC) guidance process versus the high school to college guidance provided by A Better Chance.</p><p>
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Silver, Canady Tisa. "The Relationship between Financial Aid Advising and Community College Student Engagement." Thesis, Morgan State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642094.
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<p> The rising cost of higher education has positioned federal financial aid as an inescapable part of the college experience for a growing number of incoming students (Baum, 2006). In the 2014–2015 academic year, the U.S. Department of Education allocated more than $150 billion of federal financial aid for eligible college students (Federal Student Aid, 2014). Although billions of dollars in federal student aid have been made available, finances or lack thereof, remain an oft-cited barrier to student success (Long & Riley, 2007; Myers, 2008). Community college student support services such as financial aid advising, contribute to promoting successful student outcomes (Cooper, 2010). More research is needed regarding the role of the campus financial aid adviser as it relates to community college student outcomes (McKinney & Roberts, 2012). </p><p> The purpose of this study was to use the theory of student engagement as defined by Kuh et al. (2006) as it relates financial aid advising to the engagement of community college students. Ex post facto data from the Community College Survey of Student Engagement (CCSSE) 2014 Cohort was used to investigate whether a difference in student engagement existed between students who reported use of financial aid advising and those who did not. The researcher also examined the relationship between the frequency of use, satisfaction with, and importance of financial aid advising and student engagement as well as the five CCSSE benchmarks of effective practice. </p><p> The results of the study show students who indicated use of financial aid advising reported significantly higher levels of student engagement than those who did not. The researcher found weak to moderate positive relationships between the frequency of use, satisfaction with, and importance of financial aid advising and student engagement. Additionally, each of the financial aid advising variables served as predictors of at least one CCSSE benchmark and student engagement. These findings provide meaningful information regarding the relationship between financial aid advising, particularly student satisfaction with the advising, and student engagement.</p><p>
Books on the topic "Education|School counseling|Higher education"
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Technology, Punjab State Council for Science &. Motivational programmes and impact assessment for talented school students of Punjab. Punjab State Council for Science and Technology, 2009.
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Lødding, Berit. Karriereveiledning i overgangen mellom ungdomsskole og videregående opplæring: Delrapport 1, evaluering av Kunnskapsløftet. NIFU STEP, 2008.
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Improving the student experience: A practical guide for universities and colleges. Routledge, 2011.
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L, Schmit Jack, and Vesper Nick, eds. Going to college: How social, economic, and educational factors influence the decisions students make. Johns Hopkins University Press, 1999.
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The transition guide for college juniors and seniors: How to prepare for the future. New York University Press, 1996.
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Audits, Georgia Dept of. State of Georgia program evaluation. Dept. of Audits, 1997.
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Georgia. Dept. of Audits. State of Georgia program evaluation. Dept. of Audits, 1998.
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Georgia. Dept. of Audits. State of Georgia program evaluation.: Department of Natural Resources. Dept. of Audits, 1998.
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Audits, Georgia Dept of. State of Georgia program evaluation. Dept. of Audits, 1998.
Find full textBook chapters on the topic "Education|School counseling|Higher education"
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Kansal, Nancy, Vijender Kumar Solanki, and Vineet Kansal. "Educational Data Mining and Indian Technical Education System." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch076.
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Educational Data Mining (EDM) is emerged as a powerful tool in past decade and is concerned with developing methods to explore the unique types of data in educational settings. Using these methods, to better understand students and the settings in which they learn. Different unknown patterns using classification, Clustering, Association rule mining, decision trees can be discovered from this educational data which could further be beneficial to improve teaching and learning systems, to improve curriculum, to support students in the form of individual counseling, improving learning outcomes in terms of students' satisfaction and good placements as well. Therefore a literature survey has been carried out to explore the most recent and relevant studies in the field of data mining in Higher and Technical Education that can probably portray a pathway towards the improvement of the quality education in technical institutions.
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Asabere, Nana Yaw, Amevi Acakpovi, Ezer Osei Yeboah-Boateng, Wisdom Kwawu Torgby, and Eric Amoako. "Towards Career Development for High School Students." In Advances in IT Standards and Standardization Research. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3468-7.ch004.
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Globally, choosing the right tertiary programme for university (higher) education is quite a difficult task for students. A wide range of programmes are offered by the individual universities which differ in terms of delivery modes and entry requirements. Technology inclusion in the 21st century has paved the way for the proliferation of electronic/computing systems such as electronic counseling (e-counseling) and electronic learning (e-learning). By employing a quantitative research instrument (questionnaire) to ascertain technology acceptance of Senior High School (SHS) in Ghana, this chapter proposes a web-based (e-counseling) expert system which will match students' backgrounds with the right tertiary programme towards career development. Evaluation of our proposed approach suggests that majority of the selected students (80%) out of 100 who used the system accepted and embraced it. Such a system will therefore solve and improve career guidance, counseling, and development problems of SHS students in Ghana.
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Tello, Angelica M. "Lucia's Journey of Bridging Two Worlds." In Research Anthology on Navigating School Counseling in the 21st Century. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch019.
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Lucia is a Latina first-generation college student (FGCS) attending a predominantly white institution, a state university in her hometown, located in a large metropolitan city in the Southern United States. While in her sophomore year, Lucia accessed counseling services on her campus to discuss having difficultly balancing school, work, and home responsibilities. In this chapter, the author discussed the challenges experienced by Latinx FGCS along with the strengths they bring to college settings. In addition, the author utilized the case study of Lucia to discuss her counseling approach for helping Latinx FGCS navigate the terrains of higher education.
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Tello, Angelica M. "Lucia's Journey of Bridging Two Worlds." In Cases on Cross-Cultural Counseling Strategies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0022-4.ch006.
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Lucia is a Latina first-generation college student (FGCS) attending a predominantly white institution, a state university in her hometown, located in a large metropolitan city in the Southern United States. While in her sophomore year, Lucia accessed counseling services on her campus to discuss having difficultly balancing school, work, and home responsibilities. In this chapter, the author discussed the challenges experienced by Latinx FGCS along with the strengths they bring to college settings. In addition, the author utilized the case study of Lucia to discuss her counseling approach for helping Latinx FGCS navigate the terrains of higher education.
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Harris, Paul C. "Counseling and Advising Black Male High School Student-Athletes." In Diversity in Higher Education. Emerald Group Publishing Limited, 2015. http://dx.doi.org/10.1108/s1479-364420140000016001.
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Golubski, Pamela M. "Utilizing Virtual Environments for the Creation and Management of an E-Mentoring Initiative." In Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-791-3.ch006.
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Adjusting to college is difficult regardless if the student is entering higher education immediately after graduating from high school, returning as a re-admit, or an adult entering college after an extended period of time working or raising a family. While colleges offer numerous specialized student support services from tutoring to psychological counseling, most individuals would benefit from added guidance, support, and empowerment from a mentor. While traditional (face-to-face) mentoring is an excellent option, it requires that specific financial, time, schedule, and geographic elements be met. Therefore, an e-mentor initiative might be a viable solution, where all communication interaction is conducted through virtual and Web 2.0 technologies such as Facebook, Instant Message (IM), Skype, Google Groups, Virtual Common Reading Program, and Virtual Reflection Journals.
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Mouratoglou, Nikolaos, and George K. Zarifis. "The Contribution of Information Communication Technologies in Online Career Counseling." In Research Anthology on Navigating School Counseling in the 21st Century. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch021.
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Information communication technologies have undoubtedly affected the discipline of career counselling. Nevertheless, online career counselling remains a rather limited practice in Greece; therefore, the chapter attempts to contribute to the wider dialogue that has been addressed so far, by focusing on the design, implementation, and assessment of an online career counselling program for higher education students and graduates. The purpose of the study is to present the main parameters related to participants' learning experience, such as motivation, barriers to participation, as well as adopted strategies for overcoming these barriers during the online program. The researchers conducted 15 semi-structured interviews to collect data for summative assessment. The analysis of the data indicates that prior acknowledgement of learners' motivation, educator/career counsellor's role, the learning environment, the methods utilized, and the teaching material can maximize the effectiveness of equivalent programs, due to the fulfillment of their needs, goals, and expectations.
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Hoskin, Maia Niguel, and Michele D. Smith. "Let's Get Real." In Research Anthology on Navigating School Counseling in the 21st Century. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch034.
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This chapter presents suggestions for counselor educators on how to prepare White counseling masters students to work with future students and clients of color using culturally responsive interventions and strategies. The chapter will also discuss color-blind ideology that is currently being used within graduate counseling programs and within higher education, in general, as a strategy to address racial phenomena. Lastly, the chapter will highlight the experiences of two Black female faculty who have taught counseling and advising courses at a predominantly White Midwestern university to White graduate students who have had very little interaction with people of color. Specifically, the two faculty members' experiences will be used to outline effective ways to 1) explore emotional triggers related to difference among students; 2) promote self-reflection and cultural awareness among students; and 3) discuss topics such as institutional discrimination, systemic racism, privilege, implicit bias, and microaggressions with majority White graduate counseling students.
Conference papers on the topic "Education|School counseling|Higher education"
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Azhary, Muhammad Rifqi, and Dwi Noerjoedianto. "Evaluation of Information and Adolescent Counseling Center Management to Delay Early Marriage in Adolescents in Senior High School 4, Jambi, Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.51.
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ABSTRACT Background: Teenage marriage have historically been associated with a variety of negative outcomes such as lower education levels, higher unemployment rates, worse health, lower wages and higher crime rates. Studies have revealed significant differences in most of the dimensions of marital quality, before and after marital counselling. The purpose of this study was to investigate evaluation of information and adolescent counseling center management to delay early marriage in adolescents. Subjects and Method: This was a qualitative study with a case study approach. The study was conducted at Public Senior High School 4 Jambi, Indonesia, from January to May 2019. 10 key informants were selected for this study. The data were collected by indepth interview and observation. The data were analyzed using source, data, and method triangulations. Results: The implementation of adolescent’s guidance and counseling center services still has room for improvement. There were several factors that lack of optimal results, for example the process of members or educators recruitment and training (input aspects), planning, report and evaluation system (process aspect) and students’ knowledge about health reproduction and adolescent marriage (output aspect). Conclusion: There is a need to improve information and counseling service. Keywords: evaluation, counseling and information center service, adolescents, delayed early marriage Correspondence: Muhammad Rifqi Azhary. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: rifqiazhary.ra@gmail.com. Mobile: +6285363817339. DOI: https://doi.org/10.26911/the7thicph.04.51