School Counselors as Curricular Leaders

Lopez, Caroline J.; Mason, Erin

doi:10.1177/2156759x18773277

Cited by 20 publications

(25 citation statements)

References 26 publications

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“…These finding were inconsistent with literature that stated that reading proficiency improved when students of color participated in counseling programs (Bell, 2010). The findings of this study were also inconsistent with the findings of Lopez and Mason (2018) which found that participation in counseling had a positive impact on student achievement. The results from this study also revealed that mentoring was the only significant predictor of reading scores.…”

Section: Discussioncontrasting

confidence: 99%

Are We Spinning Our Wheels? The Impact of PBIS, Counseling, and Mentoring on the Behavior and Achievement of Elementary Age African American Males

Buckley¹,

Labat²,

Lee³

et al. 2019

IRHE

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The gap in educational achievement between African American males and their peers plays a key role in one of the most substantial problems facing American society (Burchinal, McCartney, Steinberg, Crosnoe, Friedman, McLoyd, & Picanta, 2011). However, the challenges faced by those working to narrow the achievement gap between African American males and their counterparts continue to persist. The purpose of this study was to explore the impact of Positive Behavior Intervention and Support (PBIS), counseling, and mentoring on disruptive classroom behavior among African American males. The researchers also examined whether Positive Behavior Intervention and Support (PBIS), counseling, and mentoring had an impact on reading scores of African-American male students in Pre-K through fifth grade. Prior studies in this area indicated that participation in PBIS was not a significant predictor of the number of disruptive behaviors that resulted in office referrals received by African American male students in Pre-K through fifth grade. Findings in this study seemed to be consistent with those studies. However, researchers did find participation in counseling to be a significant predictor of disruptive behaviors among African American male students in Pre-K through fifth grade.

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Section: Discussioncontrasting

confidence: 99%

Are We Spinning Our Wheels? The Impact of PBIS, Counseling, and Mentoring on the Behavior and Achievement of Elementary Age African American Males

Buckley¹,

Labat²,

Lee³

et al. 2019

IRHE

View full text Add to dashboard Cite

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“…In comprehensive school counseling programs, school counselors use a range of approaches to support students' academic achievement, social and emotional growth, and career development (American School Counselor Association [ASCA], 2012). Classroom guidance is one delivery method of such supportive approaches, advantageous in part because it allows school counselors to reach all students in their schools (ASCA, 2012;Lopez & Mason, 2018). This curriculum is ideally "a planned, written instructional program that is comprehensive in scope, preventative in nature, and developmental in design" (ASCA, 2012, p. 85).…”

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confidence: 99%

“…These lessons comprise critical time school counselors spend in direct service to students. ASCA (2012) recommends school counselors spend 15%-45% of their time (depending on school level) delivering classroom guidance; thus, development of classroom guidance curriculum warrants careful consideration and intentionality (Lopez & Mason, 2018;Vernon, 2010).…”

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confidence: 99%

“…Despite these recommendations, school counselors appear hindered in designing highly effective lessons because of their limited training in curriculum design (Desmond, West, & Bubenzer, 2007;Lopez & Mason, 2018). This may occur in part because counselor educators do not consistently teach methods of developing a classroom guidance curriculum (Lopez & Mason, 2018). Standards of the Council for the Accreditation of Counseling and Related Educational Programs (CACREP, 2015) reflect this lack of emphasis.…”

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confidence: 99%

“…relates to the topic of curriculum development. Indeed, after reviewing classroom guidance lesson plans on the ASCA SCENE website (ASCA, 2016), Lopez and Mason (2018) noted a need for better instruction on lesson design, concluding, "school counselors need further training in incorporating standards and developing learning objectives" (p. 9). We seek to address this need by introducing Understanding by Design (UbD; Wiggins & McTighe, 2005, a research-based approach to curriculum development used widely in K-12 classrooms across the United States, to strengthen the classroom guidance planning process.…”

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confidence: 99%

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Improving Classroom Guidance Curriculum With Understanding by Design

Dack¹,

Merlin‐Knoblich²

2019

TPC

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Although the American School Counselor Association National Model reflects the importance of high-quality school counseling core curriculum, or classroom guidance, as part of a comprehensive school counseling program, school counselors are often challenged by the complexities of designing an effective classroom guidance curriculum. This conceptual paper addresses these challenges by proposing the use of Understanding by Design, a research-based approach to curriculum design used widely in K-12 classrooms across the United States and internationally, to strengthen classroom guidance planning. We offer principles for developing a classroom guidance curriculum that yields more meaningful and powerful lessons, makes instruction more cohesive, and focuses on what is critical for student success.

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School counselors’ experiences strengthening classroom instruction through professional development

Dack

Merlin‐Knoblich

2023

Jour of Counseling & Develop

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The field of school counseling has evolved to feature varied means of supporting students, including individual counseling, group counseling, and classroom instruction. However, classroom instruction is typically overlooked in school counselor training programs, and school counselors often lack the skills needed to design effective lessons. This longitudinal study explored the experiences of 21 school counselors in a year-long, post-master's professional development program focused on improving classroom instruction. Data were drawn from interviews, curricular artifacts, and reflective journals and analyzed using interpretive qualitative methodology. This study's contributions lie in findings that illustrate school counselors' nuanced perceptions of the utility of the Understanding by Design instructional approach as a framework for implementing ASCA Student Standards; the utility of learning science as a framework for designing classroom instruction that leads to longterm learning; and supports or challenges to implementing classroom instruction in individual contexts.

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School Counselors as Curricular Leaders

Cited by 20 publications

References 26 publications

Are We Spinning Our Wheels? The Impact of PBIS, Counseling, and Mentoring on the Behavior and Achievement of Elementary Age African American Males

Are We Spinning Our Wheels? The Impact of PBIS, Counseling, and Mentoring on the Behavior and Achievement of Elementary Age African American Males

Improving Classroom Guidance Curriculum With Understanding by Design

School counselors’ experiences strengthening classroom instruction through professional development

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