Theses and Dissertations from UMD

Permanent URI for this communityhttp://hdl.handle.net/1903/2

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM

More information is available at Theses and Dissertations at University of Maryland Libraries.

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Subject: search.filters.subject.Counselor Education

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    An Investigation of School Counselors' Role in Promoting College-Going Culture in High Schools
    (2012) Ostvik-de Wilde, Marte Erin; Lee, Courtland C; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    High school students face numerous challenges on the path to college, including aspirational barriers, and obstacles related to application and enrollment. College-going culture, which is essential for all students' success, is conceptualized in this study as consisting of the following components: beliefs and expectations of key stakeholders, specific activities and programs that exist in the schools, and measurable outcomes that exist across and amongst student populations. This study utilizes data from the High School Longitudinal Study (2009) to examine the relationship between school counselors' beliefs and behaviors, and how they relate to certain elements of college-going culture in high schools. Results from conducting Logistic Regression Analyses and Multiple Regression Analyses suggest that as school counselors' perceptions of principals' expectations of students increases, the likelihood is that counselors' expectations of students will increase. Results also indicated that school counselors' high expectations for students were a significant predictor of a college access program in schools. Furthermore, school counselors who placed top priority on assisting students with postsecondary schooling preparation were more likely to spend a greater percentage of time engaged in college readiness activities.
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    AN INVESTIGATION OF SCHOOL COUNSELORS' EFFORTS TO SERVE STUDENTS WHO ARE HOMELESS: THE ROLE OF PERCEIVED KNOWLEDGE, PREPARATION, ADVOCACY ROLE, AND SELF-EFFICACY TO THEIR INVOLVEMENT IN RECOMMENDED INTERVENTIONS AND PARTNERSHIP PRACTICES
    (2012) Gaenzle, Stacey Anita; Bryan, Julia A; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    With the array of challenges faced by children and youth who are homeless, approaches to support their needs must be systemic and involve partnerships with all key stakeholders. This study examined school counselors' involvement in partnership practices and interventions to meet the needs of students who are homeless. Further, this study explored relationships between school counselors' preparation to work with students who are homeless, their perceived knowledge of McKinney-Vento Homeless Assistance Act, and their involvement in partnership practices and interventions to work with students who are homeless. An online questionnaire, which was a combination of the School Counselor Involvement in Partnerships Survey (SCIPS) and the revised Knowledge and Skills with Homeless Students Survey (KSHSS) was emailed to a random sample of American School Counselor Association (ASCA) members. Further, descriptive statistics and regression analyses were run to determine relationships between variables. The results of the study suggested that school counselors are involved in practices to support students who are homeless that are more individual and school-based. They are involved less in practices that require collaboration and partnerships. The results of this research also suggest that there are relationships between school counselors' perceptions of their specific knowledge of homelessness, self-efficacy, and advocacy role and their involvement in interventions and partnership practices to support students who homeless.