School Counselors and Principals: Partners in Support of Academic Achievement

Stone, Carolyn; Clark, Mary Ann

doi:10.1177/019263650108562407

Cited by 48 publications

(48 citation statements)

References 10 publications

(9 reference statements)

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“…Okul yöneticileri ve rehber öğretmenlerin üst düzeyde işbirliği içerisinde olması çocuğun başarısını daha da arttıracak ve sorunların üstesinden gelmeyi kolaylaştıracaktır. (Finkelstein, 2009;Ross & Herrington, 2005;Shaffner & Williamson, 2000;Stone & Clark, 2001). Okuldaki rehber öğretmenin ve hedeflediği rehberlik programının başarıya ulaşması için yöneticilerin, eğitim politikaları belirleyicisi ve karar verici olarak rehber öğretmenle uyum içerisinde olmaları ve rehber öğretmenlerin bakış açısına sahip olmaları gerekir.…”

Section: Türkçe Sürüm Girişunclassified

“…High level of communication between school administrators and counselors increases children' success and thus it will ease to overcome the difficulties (Finkelstein, 2009;Ross & Herrington, 2005;Shaffner & Williamson, 2000;Stone & Clark, 2001). For accomplishment of counselor and guidance program targeted at school, administrators as determining education policy and a decision maker should be in compliance with counselors and they also should share perspective of counselors.…”

Section: Introductionmentioning

confidence: 99%

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The examination of preschool administrators' and preschool teachers' perceptions about counselors' roles

Kardeş

Akman

2016

Pegegog

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Good quality guidance services that will be provided abused and neglected children, who come from poor socio-economic status in their early childhood years, will increase both the children's and their families' life quality and indirectly contribute to social structure. Without investigating the contributions of counseling services to the education and development of children in preschool education, the abolishment of counseling services in preschool constitutions has been on the agenda. Thus, in this research preschool institutions' administrators and teachers' perceptions of preschool counselors have been examined. The survey model has been used for the research. The research sample consists of 43 preschool institutions managers and 211 preschool education teachers. To reveal preschool administrators' and teachers' perceptions about school counselors, "School Counselor Perception Scale" has been used, which was developed by Mamett (2008). The results of the study have revealed that preschool teachers and administrators, who meet with school counselors more frequently, have a better perception about school counselors. Preschool teachers and administrators think that the most important tasks of school counselors are individual guidance, group guidance, orientation programs and participating in classroom activities. Administrators and teachers have low expectations regarding administrative duties, discipline and keeping student records from school counselors.

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Section: Türkçe Sürüm Girişunclassified

Section: Introductionmentioning

confidence: 99%

The examination of preschool administrators' and preschool teachers' perceptions about counselors' roles

Kardeş

Akman

2016

Pegegog

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“…It is counselor educators' responsibility to build knowledge and awareness of social justice principles, as well as a framework for practice, into preservice school counselors' training DeVoss & Andrews, 2006;Education Trust, 2002;Stone & Clark, 2001). Indeed, the NCTSC has declared social justice advocacy as a moral imperative (Martin, 2002).…”

Section: Social Justice Advocacy In Schools: Standards For School Coumentioning

confidence: 99%

Integrating Social Justice Advocacy With National Standards of Practice: Implications for School Counselor Education

Dixon

Tucker

Clark

2010

Couns Edu & Supervision

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Social justice in the education of all K‐12 students begins with school counselors; preparing school counselors as advocates and leaders who can implement these principles in U.S. schools begins with counselor educators. Suggestions for intentional preparation of school counselors to be social justice advocates in schools by integrating the principles of the National Center for Transforming School Counseling with the American School Counselor Association National Model for School Counseling Programs (2005) and the Council for Accreditation of Counseling and Related Educational Programs 2009 Standards are described. Ideas for educating school counselors as effective advocates in the context of specific training experiences throughout counselor training programs are provided.

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“…As the school counselor and principal are viewed as educational leaders, it is imperative that they work collaboratively toward greater delivery of services and achievement of school goals (Niebuhr et al, 1999). This powerful alliance can help students be academically successful (Stone & Clark, 2001) if both appreciate and use the specialty skills in which they were trained in a complementary and collaborative manner (Shoffner & Williamson, 2000). An important key is the relationship between the principal and school counselor (ASCA et al, 2009;Stone & Clark, 2001).…”

Section: Differing Paradigms Of the School Counselor And Principalmentioning

confidence: 99%

Collaboration and Confidentiality: Not a Paradox but an Understanding Between Principals and School Counselors

Williams

Wehrman

2010

NASSP Bulletin

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Student confidentiality can create challenges for both school counselors and administrators. The article addresses historical and ethical issues surrounding confidentiality in schools as well as methods of working toward collaboration. Developing an understanding of one another's ethical, legal, and professional responsibilities can lead to a collaborative and cohesive working alliance. The article tailors strategies at the per-service training, district, and individual levels to create an environment in which administrators and counselors can establish, enhance, or rejuvenate a collaborative relationship.

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School Counselors and Principals: Partners in Support of Academic Achievement

Cited by 48 publications

References 10 publications

The examination of preschool administrators' and preschool teachers' perceptions about counselors' roles

The examination of preschool administrators' and preschool teachers' perceptions about counselors' roles

Integrating Social Justice Advocacy With National Standards of Practice: Implications for School Counselor Education

Collaboration and Confidentiality: Not a Paradox but an Understanding Between Principals and School Counselors

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