Thèses : « Student counselors – Indiana – Attitudes »

1

Fassett, David R. « Academic standards alignment with essential work skills : perceptions from Indiana guidance counselors and employers ». Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1354645.

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The purpose of this exploratory study was to look at the importance of Indiana's Algebra I academic standards in relationship with essential, entry-level work skills as perceived by employers and guidance counselors in northern and northeastern Indiana. Counselors and employers were sent electronic (e-mail and web-based) or hard (paper) copies of a survey instrument. Section II of the survey asked for demographic data, (age, race, gender) as well as information related to the size of the business or school, type of business, and years in current position. Respondents were also asked to rate their knowledge of the Indiana academic standards, the Americans with disabilities Act and Section 504 of the Vocational Rehabilitation Act. In Section III, respondents were presented with the nine Indiana Algebra I standards, along with examples to illustrate and further explain each standard. Employers rated each standard, and the standards combined, on its importance to skills required from people seeking jobs immediately after leaving high school using a Likert scale. Guidance counselors rated the importance of the standards based on what they knew of the labor market within school district and surrounding areas using the same Likert scale. Comments were solicited at the end of the survey instruments. Employers disagreed with the importance of any of the Algebra I standards, or the standards as whole, as entry-level work skills. Their highest mean rating was 2.4. Counselors also disagreed, although on two standards their mean rating was above the Neutral rating. Sample size was deemed too low for generalization, but study does supply a framework for future research.
Department of Special Education

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Evenson, Sarah E. « Perceptions of Indiana high school counselors on the usefulness of reputational rankings in higher education ». Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1074536.

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The purpose of this study was to investigate the perceptions of Indiana high school counselors relative to the usefulness of reputational rankings on higher education institutions. The perceptions of counselors were collected and examined through a survey instrument developed for this study. One-hundred and sixteen participants completed the survey resulting in a 39% return rate.Indiana high school counselors perceive themselves to have an impact on a students college choice. These results are representative of what other studies have pointed out about a counselors impact on high school students. 66% of the respondents felt that they understood the material presented in reputational rankings, however only 23% responded that reputational rankings were easy to understand. Counselors did not perceive that reputational rankings did not provide comprehensive material for a student to make a choice about college. Still, over 50% stated that they thought students should take the time to look at repuational rankings when making a choice about college.When describing positive and negative perceptions of reputational rankings, counselors listed a number of factors in each area. Positive perceptions about rankings were that they could serve as a good starting point and that they provided a good comparison of schools and programs.When looking at negative items, counselors felt that too much weight was put into rankings and that they were invalid or provided misleading information.
Department of Secondary, Higher, and Foundations of Education

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Lawrie, Joshua D. « The effectiveness of the Multicultural Advisor Program at Ball State University ». Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285591.

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Training staff to better meet the needs of a diverse study body is an important component of housing and residence life programs. This study at Ball State University identified the role and effectiveness of the Multicultural Advisor Program and provides suggestions on how to improve. Six focus groups allowed the researcher to explore the Multicultural Advisor Program from Resident Assistants, Multicultural Advisors, Hall Directors, and students perspectives during fall 2003 semester.
Department of Educational Leadership

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Kilbride, Erin C. « A qualitative study of student attitudes and perceptions of the role of residence life professionals in attending to the spiritual needs of undergraduate college students at Ball State University ». Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1135004.

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This qualitative study investigated the attitudes and perceptions of the role of Residence Life Professionals in attending to the spiritual needs of undergraduate college students at Ball State University. This study examined how undergraduate college students view the role of Residence Life Professionals in attending to spiritual needs. The results of this study have particular significance for those who are responsible for the well being of college students on a daily basis and benefit the Residence Life system by allowing a better understanding of where Professionals and students stand on this issue. This in turn will help Residence Life Professionals and students establish realistic expectations of each other in the spiritual arena. The researcher conducted 12 interviews with undergraduate student at Ball State University and analyzed the data by coding themes.
Department of Secondary, Higher, and Foundations of Education

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Wall, Andrew F. « Perceptions of collegiate student learning ». Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1020187.

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This examination describes the perceptions of faculty, student affairs professionals and students in regard to what students should learn as a result of college and what means are important for collegiate student learning. Some similarities and significant differences are found between groups as well as within groups in relation to what students should learn and how they learn. All three groups were found to place importance on the acquisition of critical thinking and communication skills as an outcome of college attendance. Faculty were found to place more-importance on in class skills and competencies when compared to student affairs professionals or students. All three groups identify traditional in class means of learning as significantly more important than out of class learning within the college environment.
Department of Secondary, Higher, and Foundations of Education

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Beck, Elizabeth Ann. « Indiana public high school principals', teachers', and guidance counselors' views of the purposes, content, standards of achievement, administrative procedures, and impact of high school graduation examinations ». Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063419.

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The purposes of this study were to survey Indiana high school principals, teachers, and counselors (a) to determine their levels of level of knowledge in testing, interpretation of test scores, research on the impact of graduation examinations, and performance assessment; (b) to determine their levels of experience with minimal competency testing, graduation examination programs and performance assessment; and (c) to profile each group's and the entire group's views of the purposes, content, standards of achievement, and administrative procedures for a graduation examination. Additionally, the study sought to identify what these educators predicted would be the impacts of such examinations.The populations studied were randomly selected samples from three groups of educators: (a) principals (350); (b) teachers (753); and (c) guidance counselors (524) in Indiana public high schools. A survey concentrating on the issues central to the purpose, content, standards of achievement, administrative procedures, and impact of graduation examinations was developed and validated by the researcher.It was found that principals and counselors perceived themselves to be more knowledgeable about and experienced with testing than did teachers. Indiana educators preferred (a) a high school graduation examination with a combination of open-ended constructed responses, performance tasks, and multiple-choice questions whose content was determined by a state-level committee of educators and consisted of a broad spectrum of skills and content areas; (b) full inclusion of students with disabilities, if there were reasonable and appropriate accommodations and if these students' scores were not used to evaluate teachers or schools; and (c) awarding two high school diplomas. Indiana educators predicted that if high school graduation examinations were enacted, the following would increase: (a) legal challenges and lawsuits; (b) the public's evaluation of education based on test scores; (c) the public's perception of test scores as the major goal of schooling; (d) stress on teachers and administrators; (e) pressure on teachers to change; (f) time demands on educators; (g) measures to protect students and schools from harm caused by high-stakes tests; (h) drop out rates; (i) emphasis on tested content and skills; and (k) state control.
Department of Educational Leadership

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Selegean, Ann Marie. « Assessment of attitudes, behaviors, knowledge and perceptions of educational needs of the insulin-dependent diabetic college student ». Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774738.

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One-hundred and thirty two insulin-dependent diabetic college students in the state of Indiana comprised the study sample. Within this study, the attitudes, behaviors, knowledge and perceived educational needs were assessed from the sample through a questionnaire. The college students with diabetes who were currently attending either one of the participating sixteen schools or under the care of one physician participating in this study, were voluntarily asked to respond to a 64 item questionnaire by mail. A 53 percent (70 of 132) response rate was achieved. The findings showed that the subjects displayed positive attitudes, an adequate knowledge level and adequate behavior practices. The results also revealed a need for educational programs aimed specifically towards the college student with insulin-dependent diabetes mellitus. Such an education program would include topics which the subjects rated as being of importance to them. Considerations for further study include the effect of these behaviors, attitudes, knowledge levels, and perceived education needs directly on blood glucose control.
Department of Physiology and Health Science

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Pak-Archer, Monalisa. « A comparison of the level of substance abuse training and professional school counselors' attitudes, treatment approaches, and personal competencies assessing alcoholism ». online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3183153.

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Kennedy, Jelane Anne. « A correlational study of Female National Certified Counselors and their attitudes toward homosexuals ». W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539618295.

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The purpose of this study was to investigate the relationship between sex roles and homophobia. The author also hoped to explore the relationship of age, sexual orientation, training experience, and friendship with homophobia.;Female National Certified Counselors (NCC) as certified through the National Board of Certified Counselors were studied for this project. Female NCC's were selected because NCC's on the whole have not been studied in relationship to homophobia. Also women were chosen since most research has examined men and women together.;A computer generated nationwide random sample of 200 female NCC's was sampled. Each were sent a cover letter explaining the study, the Bem Sex Role Inventory (BSRI), Index of Attitudes toward Homosexuals (IAH) and a demographic questionnaire. Two follow-ups occurred, first a follow-up postcard and second, later on a letter re-explaining the study along with the demographic questionnaire to be returned. The return rate was 49.7%. In comparing those who returned the complete survey and those only returning the demographic questionnaire it was found that the latter indicated seeing fewer gay/lesbian clients.;The data supported the following hypotheses: (1) women counselors would fall into all four levels on the IAH, (2) there would be a correlation between having taken courses and/or workshops that have discussed homosexuality and their level of homophobia/non-homophobia, (3) there would be a correlation between having friends/colleagues who have identified themselves as gay/lesbian and level of homophobia/non-homophobia, (4) there would be a correlation between sexual orientation and level of homophobia/non-homophobia, (5) the outcome measure from the IAH would be significantly predicted from the BSRI score, age, sexual orientation, training experience or friendship indicator. The data failed to support the following hypotheses: (1) there would be a correlation between sex-typed and non-sex-typed counselors and their level of homophobia/non-homophobia, (2) there would be a correlation between age and level of homophobia/non-homophobia, (3) in comparing sex-typed counselors and non-sex-typed counselors, there would be a significant difference in the percentage of those who have taken courses and/or workshops discussing homosexuality and having friends/colleagues who identify themselves as gay/lesbian.;Further study is needed to understand the effects of friendship on homophobia and the process of coming to terms with gay/lesbian friends and clients. In addition more study needs to be done on sex-role orientation with professional populations. The study also indicates a need for more homophobia reduction education with counselors.

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Gill, Pamela Theresa. « Identifying factors related to guidance counselors attitudes toward visual arts programs in public schools / ». The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612164736.

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Walls, Jeffrey L. « A study of faculty and student perceptions regarding cheating behaviors at a small private college in northeast Indiana ». Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117117.

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The subject of this study was academic cheating among college students. Academic cheating has been described as both epidemic and endemic. It is considered a significant problem because it is occurring on all college campuses with high frequency and because it undermines the foundation of the college as a learning institution. A review of the literature on cheating behaviors revealed percentages of self-reported cheating ranging from 23.7% to 98%.The present study explored the relationship between academic dishonesty and student backgrounds, along with student attitudes. A replication of the research previously done by Melody Graham, Jennifer Monday, Kimberly O'Brien, and Stacey Steffen, (1994) was conducted at Indiana Institute of Technology (IIT). The faculty and the students were included in the research study. Three main areas explored in the present study concerned the relationship of student background variables, perceptual differences between faculty and students, and faculty background variables to attitudes of cheating. More lenient attitudes toward cheating were found with the variables of race, religiosity, coming from urban areas, living in dorms or college apartments, majoring in business, and playing sports.The findings of the present study indicated that 94.81% of the student respondents had engaged in one of the seventeen cheating behaviors that were identified in the Graham et al. study. However, these seventeen cheating behaviors included some acts that were less serious than others. Also, it should be noted that many students engage is such behaviors infrequently. The seventeen behaviors along with an explanation of the tabulations for the 94.81% statistic, were included on pages 221-222 of the study. The severity rating of each behavior was listed in Table 7, page 134.A Synthesis Model of Cheating Decision Making was developed as an implication of the research conducted for the present study. This Model can assist faculty in understanding the cheating decision process of students. Also, students can use the Model to facilitate a self evaluation of their decisions.
Department of Educational Leadership

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Witzigreuter, Dani. « How RAs understand sexism at Ball State University ». Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1180781.

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This study provides a compelling, comprehensive argument regarding how Resident Assistants (RAs) understand sexism at Ball State University. The evidence asserts gender privilege and sexism are prevalent on the campus. The findings substantiate that many RAs have witnessed instances, or become victims of sexism while at Ball State University. The evidence further demonstrates RAs value education on sexism for themselves and their residents. The findings indicate RAs both feel responsibility, and are expected to provide this education to residents. However, the evidence also illustrates RAs are in prime roles for promoting holistic learning but receive neither the appropriate training nor education needed to teach residents about sexism. Implementing training and education for RAs will decrease instances of, and misunderstandings about sexism. This will help faculty members, administrators, student affairs professionals, RAs, and others educate through prevention in order to best serve the students at Ball State University.
Department of Educational Leadership

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Leonard, Alyssa L. « A comparative study student-athletes' and non-student athletes' attitudes regarding the influence of the school counselor/athletic coach / ». Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009leonarda.pdf.

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Riechel, Morgan E. Kiper. « An investigation of relationships among school counselors' ethical professional identity development, moral reasoning, and attitudes toward confidentiality with minors ». W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1550154153.

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Astramovich, Randall L. « Attitudes of American School Counselor Association Members toward Utilizing Paraprofessionals in School Counseling ». Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2659/.

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The principal investigator (PI) for this study surveyed 207 American School Counselor Association (ASCA) members on their attitudes toward utilizing trained counseling paraprofessionals in school counseling. The PI also examined the relationship between participants attitudes and their subjective reports of the counselor-student ratios in their schools, the amount of work time they spent providing direct counseling services to students, and the extent to which their districts experienced a school counselor shortage. The participants mean reported counselor-student ratio (1:464.63) significantly exceeded ASCA recommendations of 1:250. Elementary counselors reported the highest counselor-student ratios while high school counselors reported the lowest. Furthermore the PI found a significant linear trend for counselor-student ratios to decrease as school level increased. The participants reported mean percentage of time involved in direct counseling services (61.48%) fell significantly below the ASCA recommended 70%. Elementary counselors reported the highest amount of time involved in direct counseling services while high school counselors reported the lowest. The PI also found a significant linear trend for percentages of time involved in direct services to decrease as school level increased. Over one-fourth of the participants indicated school counselor shortages existed in their districts. A majority of participants supported utilizing counseling paraprofessionals in their schools. The PI found a significant negative correlation between support for counseling paraprofessionals and percentage of time involved in direct services. Participants reporting the lowest percentage of time providing direct services to students thus expressed the strongest endorsement for utilizing counseling paraprofessionals. Participants most strongly endorsed assigning clerical duties to counseling paraprofessionals. They likewise endorsed assigning some indirect helping duties to counseling paraprofessionals. However, participants strongly opposed assigning direct counseling duties to counseling paraprofessionals. Based on the results of the study the PI developed recommendations for school counselors, school administrators, state education agencies, and institutions of higher learning regarding the training, education, and job duties of counseling paraprofessionals.

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Moore, Douglas D. « A study of principal perceptions regarding the effects of intradistrict school choice on student and staff performance ». Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027095.

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The purpose of this study was to examine an intradistrict school choice program in an urban setting through the use of three independent variables regarding school principals' perceptions. The independent variables were gender, years of experience, and the building or grade level assignment of school principals. Another purpose was to examine whether school principals saw positive or negative outcomes in student and teacher performance since the school choice program began. Areas explored included student achievement and behavioral performance, teacher attitude and morale, principal and teacher interaction(to facilitate change), and special education.The study's population consisted of the principals of the Indianapolis Public School Corporation, Indianapolis, Indiana. There were 80 eligible principals. A return rate of 72.58 was gained (58 respondents). The study's population was sent a survey instrument consisting of seven demographic items and 25 Likert-type items with five possible responses (strongly agree, agree, undecided, disagree, and strongly disagree). The items were designed to evaluate principal responses according to the three independent variables mentioned earlier in addition to the other purposes of the study. The instrument was designed by the researcher with the assistance of a jury of veteran principals familiar with intradistrict school choice from Bartholomew Consolidated School District (Columbus, Indiana).A multivariate analysis of variance (MANOVA) was used to determine any significant relationships between the independent variables and principal perceptions about intradistrict school choice. Further, mean data was examined and compared.The following conclusions were drawn from the study's findings:1. A statistically significant relationship was found with principal perceptions by the independent variable of building or grade level on the special education items of student attendance, less parent complaints, and teacher professional development activities as determined by a MANOVA.2. A statistically significant relationship was found with male principal perceptions about principal/teacher interactions within a change environment by the independent variable of building/grade level.3. A statistically significant relationship was found with male principal perceptions about principal/teacher interactions within a change environment by the independent variable of experience level.4. Mean analysis would suggest that there were no changes in student academic or behavioral performance two years of program implementation.5. Mean analysis would suggest some positive change in teacher attitude after two years of program implementation.6. Mean analysis would suggest some positive change in informal principal and teacher interaction to facilitate program change after two years of program implementation.
Department of Educational Leadership

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Bickel, Luke A. « The perceptions of gender equity in intercollegiate athletics by student athletes at Ball State University ». Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1204197.

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The purpose of this study was to investigate the steps taken by the Ball State University Athletic Department in order to achieve the gender equity expectations set forth by Title IX. The study also investigated the perceptions and understanding of student athletes at Ball StateUniversity toward the steps taken to achieve gender equity. This study utilized surveys with student athletes from Ball State University. The results suggest that student athletes do not feel they are treated equally by the athletic department. However, it is unclear as to whether student athletes are fully aware of the actions taken by the athletic department to ensure gender equity.
Department of Educational Leadership

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Mahon, Tammy A. « Responses of teachers of students with emotional disabilities to student needs and the implications of licensure training requirements ». Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344200.

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One result of the school reform movement has been changes in the teacher licensure programs. There has been a development of certain expectations in the quality of educators as well as in the educational services that are to be disseminated to students with special needs. Many states have restructured their licensure programs for special education teachers in order to adjust for the changing criteria for "high quality" teachers and to meet the demands due to shortages in the field and the current mandate for quality teachers. The state of Indiana changed its licensure requirements to incorporate a more generalist format. Categorical licenses, including ED have been discontinued in the area of special education. Teaching students with ED differs significantly than teaching other disability areas. This licensure change has resulted in fewer academic requirements in the area of ED. Therefore the new licensure format may result in less adequate preparation for future teachers to meet the diversity of needs experienced by this disability area. The level of training does effect the knowledge and skills teachers will have and their ability to provide appropriate services and placements for students with ED. Further, job stress for special education teachers of ED is a well documented role-related concern which has been linked to the levels of training and the intensity of student needs. The high attrition rate of special education teachers impacts the quality of services that students receive by limiting the growth in expertise that develops with experience. More appropriately trained teachers possess higher the quality of skills and knowledge which can be related to the quality of services provided to students and outcomes. The results of the study indicate that the more participants believed that their training was adequate, the more they were likely to believe that teaching students with ED requires a specific knowledge and skills and less likely to agree with IPSB's decision to eliminate skills associated with the categorical license program. This was a replication study and the findings supported the results of the earlier study completed by Braaten, Ulman, Merbler, and Polsgrove (2001).
Department of Special Education

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Brown, Jackson Tiffany L. « Knowledge and attitudes of Ball State University pre-service elementary education teachers toward emergency care in the school setting ». CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1538077.

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Unintentional injuries are the leading cause of death for children aged 5-19 Twenty-two million children are injured each year and approximately one quarter of these injuries occur on school premises. Schools must provide nursing services to children who attend school, but ratios of registered nurses to students is higher than the 1:750 recommended ratio. Current school teachers believe pre-service teachers should be trained in emergency care in teacher training programs. Yet, no research has been conducted to evaluate pre-service teachers’ knowledge and attitudes toward emergency care. The purpose of the study was to investigate pre-service teachers’ knowledge of and attitude toward emergency care in the school setting. A cross sectional group-comparison survey design was used. A 40-item questionnaire was administered to pre-service elementary teachers at Ball State University located in Muncie, IN. The questionnaire consisted of questions from “Emergencies in the school setting: Are public school teachers adequately trained to respond?” and Urban public school teachers’ attitudes and perceptions of the effectiveness of CPR and automated external defibrillators. Sub-group comparisons were made using bivariate and multivariate analyses of similar demographic, attitude, and knowledge questions. Findings indicated that pre-service teachers have a positive attitude toward emergency care, low levels of knowledge about emergency care, and a low level of willingness to provide emergency care in schools. In addition, when comparing pre-service teachers who had received emergency care training to those who did not, a statistically significant difference was found in their knowledge about emergency care. Emergency care training has limited influence on pre-service teachers’ attitudes and willingness to provide care.
Department of Physiology and Health Science

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Zygmunt-Fillwalk, Eva M. « Potential for change : the effects of curricular intervention on preservice education students' attitudes toward multicultural teaching and learning ». Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263889.

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The primary purpose of this study was to examine the extent to which preservice elementary education students participating in Ball State University's Urban Education Semester would evidence a change in attitudes toward multicultural teaching and learning based on their experiences in the program. A treatment group of 22 Urban Semester participants was compared to a control group of 21 preservice teachers engaged in coursework and field experience in a traditional, on-campus setting. Employing a case study approach, both quantitative and qualitative methods were used to explore the phenomenon under investigation.The qualitative aspect of the study examined treatment and control group pretest and posttest scores on the Teacher Multicultural Attitude Survey (TMAS) (Ponterotto, Baluch, Grieg, & Rivera, 1998), to ascertain the extent to which attitudes would change as a result of curricular and experiential treatments. A follow-up administration of the TMAS occurred approximately six weeks following the intervention to determine the extent to which attitude change in the treatment group was either lasting or transitory in nature. The treatment group evidenced a highly significant difference in pretest / posttest scores on the TMAS (p = 0.002**), and the change was retained in follow-up measures.Qualitative methodology included analysis of student journals, content of two focus groups conducted throughout the semester, student discussion observed in Ball State courses, and personal interviews conducted at the end of the Urban experience. Analysis revealed common themes including the importance of direct experience with diversity, personal reflection, professional mentoring and teaching opportunities for student multicultural growth. Additionally, the experience served to dispel myths and stereotypes regarding urban teaching and encouraged movement from a color denial perspective to an appreciation for and respect of cultural differences.The present study illustrates the potential of curricular intervention to alter student attitudes toward multicultural teaching and learning. Implications for the development of initiatives geared toward this end include the importance of cultural immersion, opportunities for personal reflection, infusion of multicultural content across curricular areas, and carefully planned student / mentor teacher pairings in order to affect such change.
Department of Elementary Education

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Goins, Lester Keith. « Selected secondary school counselors' perceptions of Virginia's marketing education programs ». Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164742/.

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Haygood, James L. « A study of the continuum of choral singing from secondary choral programs to selected higher education choral programs in Indiana ». Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897485.

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The purpose of this study was to examine the continuum of choral singing from secondary choral organizations to choral organizations at selected higher education institutions in Indiana. Examined were two large state institutions and two private, liberal arts colleges. Two groups of college students who had high school choral experience were surveyed: 1. non-participants, and 2. participants. Participants in choral ensembles made up 1.33% of the total enrollments of the institutions studied. Thirty four percent of the selected students had high school choral experience. Choral ensemble participants' responses to a questionnaire were compared with non-participants' responses. The state institutions' student responses were compared to the liberal arts institutions' student responses.There do not appear to be universal reasons for students to continue or not continue singing in choral ensembles. The reasons appear to vary with the individual student and institution. However, there were trends observed. Students perceived themselves as being well enough prepared to participate in higher education choral ensembles. There is a discrepancy between the expectations of the college conductors and the students' evaluation of their preparedness. Literature appears to be a highly significant factor in the interest of all respondents. Students preferred to sing all types of music. Neither participants nor non-participants reported that classical literature was the focus of their high school choral programs. Participants perceive that the university is interested in them, while non-participants reported negative responses. Private respondents felt that the university was interested in their participation in choral ensembles more than public respondents. Many students decide before arriving on the higher education campus whether or not they will participate in college choral ensembles. The amount of credit given for singing in ensembles or academic loads seem to be a minor factor. It appears that parents do influence choral participation.Private institutions have a larger percentage of their populations participating in choral ensembles than do public institutions. The higher involvement of liberal arts college students in choral ensembles may be explained by the department's need for adequate manpower and the personalized recruiting policies. The personality of the conductor was important to the students surveyed.
School of Music

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Ormsmith, Michael. « AN EXPLANATORY MIXED-METHODS APPROACH TO TRACING “CAREER PATHWAYS” POLICY IN VIRGINIA : HOW SCHOOL COUNSELORS AND STUDENT DEMOGRAPHICS INFLUENCE IMPLEMENTATION FIDELITY ». VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3308.

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This explanatory mixed-methods policy analysis describes how school counselors' thoughts and attitudes contribute to the implementation fidelity of the Academic and Career Plan (ACP) policy in a suburban Virginia school division. A quantitative survey investigated counselor thoughts about the policy, implementation behaviors, and counselor ideas about equity issues related to providing college and career planning services to at risk students. Counselor interviews were conducted to provide deeper insight about the street level implementation practices and beliefs of counselors. Findings reveal that counselors place substantial value in the ACP policy and think the process is useful for connecting student interests and postsecondary goals to high school programs of study. Counselors implement the ACP policy with high fidelity because the policy incorporates counselor beliefs such as integrating the career pathway model into the course selection process. Counselors report spending more time assisting higher socioeconomic groups with college planning which results in less time for supporting at risk students. Findings indicate that counselors recognize the need at risk students have for additional support during postsecondary planning but are inhibited by the demands of higher socioeconomic groups. Finally, implications for school leaders related to improving counselor services to at risk students are discussed.

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Lichterman, Hilary L. « Self-efficacy beliefs of assistant residence hall directors at Ball State University ». Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1293374.

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While the graduate assistantship experience exists as an opportunity for aspiring professionals to gain practical experience, little research exists regarding one's selfefficacy beliefs related to specific responsibilities of an assistantship. This study of assistant residence hall directors at Ball State University aided seasoned Student Affairs professionals as they trained, supervised and mentored graduate students. Four first-year and four second-year assistant residence hall directors and three full-time residence hall directors, who were alumni of the graduate program and assistantship at the University were interviewed during April of the Spring 2004 semester. The researcher created an interview guide using Bandura's (1977) concept of self-efficacy. The researcher and later an unbiased individual identified themes within the data and offered recommendations for the application of the findings as well as recommendations for possible future studies.
Department of Educational Studies

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Bailey, Sara W. « The Game of I Am| Enhancing Empathy and Improving Attitudes toward Older Adults in First-Year Master's Students Training to Become Counselors and Student Support Professionals ». Thesis, The University of North Carolina at Greensboro, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747965.

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In the United States, adults 65 and older represent a significant and growing cultural minority (Cohn & Taylor, 2011). Ageist stereotypes, whether directed at older adults or internalized by elders themselves, can cause real harm to elders’ mental and physical health (Nelson, 2016a). Mezirow’s transformative learning theory (TLT; 1991) directly addresses the essential nature of challenging personal prejudices and cultivating empathy as critical to development within the adult learner, and transformative empathy-enhancing interventions have been used successfully to improve attitudes toward older adults in helping professionals and professionals-in-training (e.g., Friedman & Goldbaum, 2016; Henry & Ozier, 2011). Even though older adults receive mental health services at a lower rate than any other age demographic (Karel, Gatz, & Smyer, 2012), and greater numbers of older adults are entering postsecondary education (Chen, 2017; DiSilvestro, 2013; Kasworm, 2010), there has been limited focus in counseling and higher education research on meeting the needs of this expanding demographic. Intervening early in students’ training to address age-related biases and to foster empathetic awareness (Andersson, King, & Lalande, 2010) aligns with the counseling profession’s commitment to purposeful counselor preparation (Kaplan, Tarvydas, & Gladding, 2014) and professional competency standards for student support professionals (ACPA & NCPA, 2015).

Using Bartholomew’s (1998) Intervention Mapping model (IM), I developed a three-part empathy-enhancing transformative learning intervention, “The Game of I am” (Bailey, 2016c). Using a pre-post quasi-experimental design, the purpose of the current feasibility study was to test the preliminary effectiveness of the intervention at enhancing self-reported empathy and improving self-reported attitudes toward older adults with first-year master’s students training to be counselors (N = 14) and student support professionals (N = 13). Although preliminary qualitative themes emerged that supported its utility, quantitatively there were no statistically significant changes in mean empathy and attitude scores for the participants following participation in “The Game of I am” (Bailey, 2016c). Additional plans for the analysis of collected qualitative data are described and implications for integrating “The Game of I am” (Bailey, 2016c) into existing master’s level coursework are discussed.

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Byrd, Rebekah J., et Danica Hays. « School Counselor Competency and Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Youth ». Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/896.

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Much research has been dedicated to the difficulties LGBTQ individuals face. Further, school counselors have been challenged to assist LGBTQ individuals in the school setting. Being aware of the specific issues and being educated about specific ways to assist these individuals enable school counselors to be more effective clinicians (DePaul, Walsh, & Dam, 2009). This article will address three components of counselor preparation and affirmative school counseling interventions: counselor self-awareness, LGBTQ sexual identity development, and LGBTQ-affirmative school climate. For each component, an activity is presented to assist professional school counselors become more LGBTQ-affirmative.

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Pennymon, Waulene E. « School counselors' perceptions of social advocacy training : helpful and hindering events ». Thesis, 2000. http://hdl.handle.net/1957/32509.

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The purpose of this study was to provide a descriptive account of school counselors' perceptions of helpful and hindering events of their Oregon State University's (OSU) master's level preservice school counselor social advocacy training. Participants as co-researchers in this study engaged in the in-depth interview process, shared perceptions of helpful and hindering events of training, and engaged in collaborative interpretation and data analysis. Co-researchers kept reflective journals during this study. The major findings from this study were that co-researchers' perceptions of helpful and hindering events of training in this program were based on their views of how effective and facilitative this training had proven to be in their experience as activist advocates for students in their professional practice. Co-researchers suggested revisions of the social advocacy training program design and content based on their lived experiences of training and practice as social activist school counselors.
Graduation date: 2001

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Herring, Nathan L. « Service provider perceptions of key factors related to postsecondary success of students with learning disabilities in institutions of higher education ». 2012. http://liblink.bsu.edu/uhtbin/catkey/1666090.

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Students with learning disabilities have been attending postsecondary education in increasing numbers since the early 1990’s. Improvements in secondary education services, legal rights to reasonable accommodations, and college services for these students have been credited with this increase (Browning, 1997; Flexer, Simmons, Luft, & Baer, 2005; Hallahan & Kauffman, 2006; PL 93-12, Wilkinson & Rund, 2000). Legal mandates have stressed that secondary service providers must create services that prepare these students for adult life and postsecondary education options (Individuals with Disabilities Education Improvement Act, 2004). This study examined the perspective of secondary teachers/administrators and postsecondary service providers in Indiana to determine their awareness and perception of key skills related to postsecondary success for students with learning disabilities in institutions of higher education. Factors examined were related to academic, social, self-determination/advocacy, and emotional readiness.
Department of Special Education

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Fortriede, Lesley L. « The geography of Indiana's creative class : student place preferences and alumni migration patterns ». 2013. http://liblink.bsu.edu/uhtbin/catkey/1712079.

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With numerous local economies previously driven by manufacturing, Indiana was strongly affected by the economic downturn from 2007 until 2009. One suggestion to facilitate economic growth has been Richard Florida’s “creative class” theory, which asserts that talented and educated people choose to live in creative places. College graduates represent one part of Florida’s “creative class.” Current students at Ball State University were surveyed to understand the importance of place-related factors for where students wanted to live after they graduated. The survey responses indicated that students are most concerned with income potential, cost of living, and distance to family. Alumni residence data from Ball State and three other Indiana universities were also mapped and compared to county-level measures of income, housing, distance from home, and creativity index. This analysis supports the survey findings that economic factors and family connections are likely motivating factors in where graduates have chosen to live and stands in contrast to the overall logic of the creative place theory of development.
Department of Geography

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« Efficacy beliefs in counseling and guidance among guidance teachers in Hong Kong ». 2001. http://library.cuhk.edu.hk/record=b6073349.

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Yuen Man-tak.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2001.
Includes bibliographical references (p. 430-477).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Abstracts in English and Chinese.

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Shea, Megyn L. « School board member and school counselor perceptions of school board knowledge, priorities, and policy ». Thesis, 2013. http://hdl.handle.net/1957/37716.

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The role and function of school counselors remains a consistent source of concern in the school counseling profession. Aligning school counseling activities with comprehensive school counseling practice is a way to standardize the profession. Creating a school board policy for counseling is a strategy to gain support for and institutionalize school counseling practices. The purpose of this dissertation study was to produce two manuscripts related to the role and function of school counselors and school board policies for counseling. The researcher investigated school board members' (N = 169) and school counselors' (N = 341) perceptions of school board knowledge of comprehensive school counseling program activities, school board prioritization of those activities, and school board adoption of policies and actions related to school counseling. The school board perception survey and school counselor perception survey were modified versions of the School Counselor Activity Rating Scale. This research suggested that school counselors were more likely to rate school board members' knowledge of and level of priority for school counseling activities lower than school board members rated themselves. This research also suggested that there was a direct relationship between school board members' knowledge of and level of priority they assign to school counseling activities.
Graduation date: 2013

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Thèses sur le sujet « Student counselors – Indiana – Attitudes »

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