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ERIC Number: ED534006
Record Type: Non-Journal
Publication Date: 2011
Pages: 222
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1249-5279-6
ISSN: N/A
The Social Organization of School Counseling in the Era of Standards-Based Accountability
Dorsey, Alexander C.
ProQuest LLC, Ph.D. Dissertation, Walden University
The reform policies of standards-based accountability, as outlined in NCLB, impede the functioning of school counseling programs and the delivery of services to students. Although recent studies have focused on the transformation of the school counseling profession, a gap exists in the literature with regard to how the experiences of school counselors are socially organized as a result of standards-based school reform. The purpose of this study was to explore the social organization of school counseling practice in the era of standards-based accountability. The conceptual framework that supported this study included the feminist and poststructuralist assumptions of Smith and Foucault. Research questions were designed to investigate the challenges faced by school counselors as a result of new institutional technologies, new professional practices, and the institutional influences on school counseling practice. An institutional ethnography was conducted to examine the interconnectedness of the work activities of counselors and the institutional texts that regulate those activities. Purposeful sampling procedures were used to select six school counselors to participate. Data were gathered from in-depth interviews and institutional texts. Constant comparative analysis was used to analyze these data. The results indicated that counselors were governed by textually mediated policies and procedures related to the ideology of new public management underlying standards-based reform. New public management has re-framed school counseling practice. Primary recommendations included developing self-advocacy strategies, ongoing professional development, and engaging in knowledge sharing practices. Findings from the study may lead to positive social change by helping school counselors recognize and eradicate the institutional barriers that hinder their counseling practices. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001