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1. Using Correlational and Prediction Data to Enhance Student Achievement in K-12 Schools: A Practical Application for School Counselors (EJ743484)
Author(s):
Ware, William B.; Galassi, John P.
Source:
Professional School Counseling, v9 n5 p344-356 Jun 2006
Pub Date:
2006-06-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Ethnic Groups; Elementary Secondary Education; School Counselors; Achievement Tests; Academic Achievement; Correlation; Prediction; Regression (Statistics); Scores; Computer Software; Intervention; Cooperative Learning; Peer Teaching; Tutoring; Parent Participation
Abstract: Correlational data and regression analysis provide the school counselor with a method to describe growth in achievement test scores from elementary to high school. Using Microsoft Excel, this article shows the reader in a step-by-step manner how to describe this growth pattern and how to evaluate interventions that attempt to enhance achievement and to reduce the achievement gap among ethnic groups. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. School Counselors' Perceptions of the Impact of High-Stakes Testing (EJ707085)
Brown, Duane; Galassi, John P.; Akos, Patrick
Professional School Counseling, v8 n1 p31 Oct 2004
2004-10-01
Journal Articles; Reports - Evaluative
Descriptors: Program Effectiveness; Testing Programs; State Standards; School Counseling; High Stakes Tests; School Counselors; Counselor Attitudes
Abstract: Two studies of school counselors' perceptions of the impact of the North Carolina ABC (high-stakes) testing program are reported in this article. (For ease of interpretation, percentages were rounded to the nearest whole number in both studies.) One hundred forty-one counselors who attended their state association's professional conference participated in study one, and a random sample of 139 school counselors, members of the state school counseling association, participated by mail in study two. Eighty percent or more of the counselors reported that they or another counselor served as the school's testing coordinator and that this function consumed a considerable percentage of their time. Although counselors noted some positive effects of the high-stakes testing program, they overwhelmingly reported that it negatively impacted their ability to provide services and their relationships with students, teachers, and administrators. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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3. Gender and Race as Variables in Psychosocial Adjustment to Middle and High School. (EJ698660)
Akos, Patrick; Galassi, John P.
Journal of Educational Research, v98 n2 p102 Nov 2004
2004-11-01
Journal Articles
Descriptors: Motivation; Gender Differences; African American Students; Transitional Programs; Academic Achievement
Abstract: School transition research indicates that negative outcomes (e.g., decreases in self-esteem and academic motivation) occur for a number of students in transition. Although data are not consistent, gender and race tend to play a role in school transition outcomes. The authors investigated gender and race as variables in 6th- and 9th-grade students' psychosocial adjustment (e.g., perceptions of difficulty of transition and connectedness to school) following a recent school transition and in persons who they perceived as helpful in the transition process. Results suggest differences by gender for feelings of connectedness to middle and high school following the transition. Latino students perceived the transition to middle school as significantly more difficult than did Caucasian and African American students. Additional findings and implications are presented.Key words: gender and race, psychosocial adjustment, transition to middle and high school Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Middle and High School Transitions as Viewed by Students, Parents, and Teachers (EJ703447)
Professional School Counseling, v7 n4 p212 Apr 2004
2004-04-01
Descriptors: Questionnaires; Parent Attitudes; Teacher Attitudes; Student Attitudes; Elementary Schools; Middle Schools; High Schools; Grade 6; Grade 9; Student Adjustment; Transitional Programs
Abstract: Respondents to a questionnaire about the elementary-middle and middle-high school transition experience respectively were 173 sixth grade students, 83 parents, and 12 teachers, and 320 ninth grade students, 61 parents and 17 teachers. Results revealed that school transitions posed both challenges and opportunities for students. Parents and teachers appeared to have a reasonably good appreciation of how these developmental experiences were perceived by students. Results from this study and from previous research suggest that distinct types of transition programming and a different temporal sequence may be needed in order to facilitate successful adjustment to three components--academic, procedural, and social--of a school transition. Suggestions about effective transition programming for each of the components are provided. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Training School Counselors as Developmental Advocates (EJ699112)
Counselor Education and Supervision, v43 n3 p192 Mar 2004
2004-03-01
Journal Articles; Reports - Descriptive
Descriptors: Counselor Training; School Counseling; Counselor Educators; School Counselors; Counselor Role; Student Development; Educational Research; Outcomes of Education; Child Advocacy
Abstract: Counselor educators continue to debate the persistent questions of the role and function of the school counselor. School counselor education faculty can address the issue of the school counselor's role by using contemporary developmental research to train counseling students to serve as developmental advocates. The primary role of a developmental advocate is to promote positive student developmental outcomes and the research identified types of environments that nurture those outcomes (J. Galassi & P. Akos, in press-a). The authors present a training philosophy, a summary of selected developmental research, and curricular examples that demonstrate a programmatic focus on Developmental Advocacy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Developmental Advocacy: Twenty-First Century School Counseling (EJ698337)
Galassi, John P.; Akos, Patrick
Journal of Counseling and Development, v82 n2 p146 Spr 2004
2004-03-22
Descriptors: Models; Counseling Services; School Counseling; School Counselors
Abstract: Characteristics of current and emerging school counseling program models are reviewed, and their limitations and challenges in serving students' needs in the 21st century are enumerated. The authors discuss the implications for these models of recent advances in developmental theory and research and in positive psychology, along with the integration of nontraditional counseling functions. Developmental Advocacy is described and offered as a way to enhance the effectiveness of the contemporary school counselor. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Deja Vu and Moving the Conversation: Reactions to an Underutilized Partnership (EJ690581)
Counseling Psychologist, v32 n2 p235-244 Mar 2004
2004-03-00
No
Descriptors: School Counseling; Counseling Psychology; School Psychologists; Cooperative Planning; Models; Cooperation; Partnerships in Education
Abstract: Romano and Kachgal argue for greater collaboration between counseling psychology and school counseling. Although their proposal has considerable merit, a variety of barriers to collaboration - including professional jealousies and turf, the lack of knowledge and interest of most counseling psychologists in schools, and the availability of benefits to sustain the partnership for all parties - must be addressed. We argue that adopting shared conceptual frameworks that return to and extend the roots of both disciplines is needed to foster and sustain the proposed partnership. Three conceptual models are presented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. A Conceptual Framework for Counseling Psychologists in Schools (EJ779453)
Walsh, Mary E.; Galassi, John P.; Murphy, Jennifer A.; Park-Taylor, Jennie
Counseling Psychologist, v30 n5 p682-704 2002
2002-00-00
Descriptors: Guidelines; Psychologists; Developmental Psychology; Counseling Psychology; Research; Context Effect; Intervention; Educational Environment
Abstract: This article explores how contemporary developmental psychology, specifically developmental-contextualism, provides a conceptual framework for practice and research by counseling psychologists who work with schools. Developmental-contextualism articulates how human development (a) is affected by context, (b) involves bio-psycho-social levels, (c) occurs during the life span, and (d) includes strengths and deficits. The authors delineate how these four developmental principles, in conjunction with the traditional strengths of counseling psychology, can guide the application of effective interventions with school-aged children and their families. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Perceptions of Research from a Second-Year, Multisite Professional Development Schools Partnership. (EJ640172)
Galassi, John P.; White, Kinnard P.; Vesilind, Elizabeth M.; Bryan, Michael E.
Journal of Educational Research, v95 n2 p75-83 Nov-Dec 2001
2001-00-00
N/A
Descriptors: College Faculty; College School Cooperation; Educational Research; Elementary Secondary Education; Higher Education; Partnerships in Education; Preservice Teacher Education; Professional Development Schools; Teacher Attitudes; Teacher Researchers
Abstract: Compared the views of university faculty and school personnel regarding collaborative research while involved in a Professional Development School (PDS) partnership. Survey and interview data indicated that 61 percent of participants had had prior research experience. Participants tended to have traditional, rather than collaborative, conceptions of educational research. Lack of time was the main barrier to successful PDS collaborative research. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Responses of First-Year Participants in a Middle School Professional Development Schools Partnership. (EJ607399)
Mebane, Dorothy J.; Galassi, John P.
Journal of Educational Research, v93 n5 p287-93 May-Jun 2000
2000-00-00
Descriptors: College Faculty; College School Cooperation; Higher Education; Inquiry; Middle School Teachers; Middle Schools; Participant Satisfaction; Partnerships in Education; Preservice Teacher Education; Professional Development Schools; Teacher Attitudes; Teacher Collaboration
Abstract: Investigated sources of satisfaction and dissatisfaction of university and public school participants in a middle school Professional Development School (PDS). Participants from collaborative inquiry groups completed questionnaires at the end of their first PDS year. Satisfaction outweighed dissatisfaction, with members of co-led groups more satisfied than members of singly-led groups. Sources of satisfaction and dissatisfaction are noted. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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