School Counselor Accountability: The Path to Social Justice and Systemic Change

School Counselor Accountability: The Path to Social Justice and Systemic Change

Expectations run high that accountability for student outcomes will continue to drive the education agenda with reauthorization of the Elementary and Secondary Education Act (1965). School counselors have also recognized the imperative to connect their work to school improvement goals. This article...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Journal of counseling and development 2009-12, Vol.87 (1), p.12-20
Hauptverfasser: Dahir, Carol A., Stone, Carolyn B.
Format: Artikel
Sprache:eng
Schlagworte:
Academic Achievement
Academic guidance counseling
Accountability
Action Research
Alignment (Education)
Children
Collaboration
Company business management
Counseling Techniques
Counselling
Data
Education
Educational aspects
Educational Change
Educational Environment
Educational Improvement
Educational Objectives
Elementary schools
Elementary Secondary Education
Federal Legislation
Federal Programs
Goals
Graduation requirements
Leadership
Learning
Lifelong Learning
Management
National Standards
No Child Left Behind Act 2001
No Child Left Behind Act 2001-US
Outcomes of Education
Practice
Pupil Personnel Services
Pupil Personnel Workers
School boards
School Counseling
School Counselors
Secondary education
Secondary school students
Social aspects
Social Justice
Student counselors
Students
Success
Teaching
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:Expectations run high that accountability for student outcomes will continue to drive the education agenda with reauthorization of the Elementary and Secondary Education Act (1965). School counselors have also recognized the imperative to connect their work to school improvement goals. This article discusses action research undertaken by school counselors who used data‐informed practice to align counseling programs with the accountability expectations of the No Child Left Behind Act of 2001 (2002) and the American School Counselor Association (2003, 2005) National Model.
ISSN:0748-9633
1556-6676
DOI:10.1002/j.1556-6678.2009.tb00544.x