What role do middle and high school counselors perceive they should adopt in dropout prevention? Public Deposited

Analytics

Downloadable Content

Download PDF
Request Accessible Version
Last Modified
  • March 22, 2019
Creator
  • Carr, Christine V.
    • Affiliation: School of Education
Abstract
  • This study investigated the role school counselors perceived they should adopt in dropout prevention and ways to assess their effectiveness. The ASCA National Model's theme and element definitions (advocacy, collaboration/teaming, leadership, systemic change, delivery system, and accountability) were adapted to support a dropout prevention focus. Three domains recommended by the What Works Clearinghouse -- staying-in-school, progressing-in-school, and completing-school -- served as the lens for exploring the accountability element. Counselors perceived delivery system to be the primary role they should adopt followed by advocacy, collaboration, systemic change, and leadership. They did not indicate a preference for one assessment domain except when comparing the completing-school and progressing-in-school domains. The progressing-in-school domain was the preferred method of assessing effectiveness in providing dropout prevention services.
Date of publication
DOI
Resource type
Rights statement
  • In Copyright
Advisor
  • Galassi, John P.
Language
Access
  • Open access
Parents:

This work has no parents.

Items

Thumbnail Title Date Uploaded Visibility Actions
Hd76s037h?file=thumbnail What role do middle and high school counselors perceive they should adopt in dropout prevention? 2019-04-09 Public