ERIC Number: ED517606
Record Type: Non-Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 0
What Role Do Middle and High School Counselors Perceive They Should Adopt in Dropout Prevention?
Carr, Christine V.
ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Chapel Hill
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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Delivery Systems, Dropout Prevention, Cooperation, Middle Schools, High Schools, Counselor Attitudes, Counselor Role, School Counselors, Leadership, Advocacy, Teamwork, Leadership Responsibility, Educational Change, Accountability, School Holding Power, Academic Persistence
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Middle Schools
Authoring Institution: N/A