Teachers’ Experiences in the Implementation of Modular Distance LearningAJHSSR Journal
ABSTRACT:The continuity of learning in this time of pandemic brought challenges to many countries. This
so called “Education in the New Normal” brought new teaching experiences for teachers. This study aimed to
narrate the teachers‟ experiences in the implementation of Modular Distance Learning. Findings revealed that
teachers in Modular Distance Learning performs a variety of function such as preparing and distributing
modules, tracking learner‟s progress and doing a lot of paper works and need upskilling to manage this learning
modality.Teachers adjust in the implementation of Modular Distance Learning through adjusting their new
routine. Monitoring and evaluating learner‟s progress and delivering quality instruction are the difficulties that
teachers experienced in shifting from face-to-face into Modular Distance Learning and the key factors that
challenged the implementation of Modular Distance Learning are the availability of quality resource materials
and attainment of learning competencies. Based on the findings of this study, the researcher recommends
simplification of modules and provide and deliver adequate supply of ready-made modules on time. There is a
need to strengthen the communication between teachers, parents and learners.
KEYWORDS –Experiences, Modular Distance Learning, Modules, Pandemic, Teachers,
A wee evaluative study of the academic orientationAlexander Decker
This document summarizes a study that investigated the academic orientation of junior secondary school teachers in Lagos, Nigeria. 384 teachers across 6 educational districts participated. The study found that teachers in Arts/Religion departments had slightly higher academic orientation than others. Teachers in Educational District 5 had the highest mean orientation, followed by District 6. In general, teachers' academic orientation was rated as "fair". No significant differences were found based on discipline or district. The document discusses the concept of academic orientation for teachers, which emphasizes subject matter expertise and transmitting knowledge. Effective teacher training is important for transforming education systems.
A wee evaluative study of the academic orientationAlexander Decker
This document summarizes a study that investigated the academic orientation of junior secondary school teachers in Lagos, Nigeria. 384 teachers across 6 educational districts participated. The study found that teachers in Arts/Religion departments had slightly higher academic orientation than others. Teachers in Educational District 5 had the highest mean orientation, followed by District 6. In general, teachers' academic orientation was rated as "fair". No significant differences were found based on discipline or district. The document discusses the concept of academic orientation for teachers and different approaches to teacher training internationally and in Nigeria. It emphasizes the importance of subject matter knowledge and conceptual understanding for effective teaching.
Enhancing teacher preparation programme to minimize challenges of mentors in ...Alexander Decker
This document summarizes a study on enhancing teacher preparation programs to minimize challenges faced by mentors. It discusses challenges mentors faced such as lack of guidance for mentees. Interventions like mentor training and weekend meetings were implemented. Data collected before interventions showed issues like absenteeism and lack of materials. After interventions, mentors provided more support like lesson planning assistance. The study aimed to assess mentor roles and implement measures to improve the teacher preparation program effectiveness.
Collaborative Learning for Educational Achievementiosrjce
Collaboration is a way of interaction and personal attitude where individuals are responsible for
their actions, learning , their abilities and contributions of their peers as well. This paper clarifies the concept
of collaborative learning by presenting and analyzing the educational benefits of Collaborative learning
techniques. Collaborative learning is more students centered. The collaborative tradition takes a more
qualitative approach, analyzing student talk in response to a piece of literature. This paper clarifies the
differences between collaborative and individual learning. . The paper also highlights teacher’s perspective for
individual and collaborative learning. The paper concludes with a discussion about the implications of these
issues with respect to achievement of undergraduate students in English. T-test is used to study the difference in
means in achievement in English by using collaborative learning and individual learning. The sample comprises
of 40 students (males 30, females 10) of undergraduate program. Purposive sampling has been used .The final
achievement scores in English have been used for the purpose of the study.
First presentation in the series "Professionalising teachers and raising the quality of care" (PAMAOK003); MA in Education Studies , Groningen University (RUG), 10 November 2010.
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
Teachers’ Experiences in the Implementation of Modular Distance LearningAJHSSR Journal
ABSTRACT:The continuity of learning in this time of pandemic brought challenges to many countries. This
so called “Education in the New Normal” brought new teaching experiences for teachers. This study aimed to
narrate the teachers‟ experiences in the implementation of Modular Distance Learning. Findings revealed that
teachers in Modular Distance Learning performs a variety of function such as preparing and distributing
modules, tracking learner‟s progress and doing a lot of paper works and need upskilling to manage this learning
modality.Teachers adjust in the implementation of Modular Distance Learning through adjusting their new
routine. Monitoring and evaluating learner‟s progress and delivering quality instruction are the difficulties that
teachers experienced in shifting from face-to-face into Modular Distance Learning and the key factors that
challenged the implementation of Modular Distance Learning are the availability of quality resource materials
and attainment of learning competencies. Based on the findings of this study, the researcher recommends
simplification of modules and provide and deliver adequate supply of ready-made modules on time. There is a
need to strengthen the communication between teachers, parents and learners.
KEYWORDS –Experiences, Modular Distance Learning, Modules, Pandemic, Teachers,
A wee evaluative study of the academic orientationAlexander Decker
This document summarizes a study that investigated the academic orientation of junior secondary school teachers in Lagos, Nigeria. 384 teachers across 6 educational districts participated. The study found that teachers in Arts/Religion departments had slightly higher academic orientation than others. Teachers in Educational District 5 had the highest mean orientation, followed by District 6. In general, teachers' academic orientation was rated as "fair". No significant differences were found based on discipline or district. The document discusses the concept of academic orientation for teachers, which emphasizes subject matter expertise and transmitting knowledge. Effective teacher training is important for transforming education systems.
A wee evaluative study of the academic orientationAlexander Decker
This document summarizes a study that investigated the academic orientation of junior secondary school teachers in Lagos, Nigeria. 384 teachers across 6 educational districts participated. The study found that teachers in Arts/Religion departments had slightly higher academic orientation than others. Teachers in Educational District 5 had the highest mean orientation, followed by District 6. In general, teachers' academic orientation was rated as "fair". No significant differences were found based on discipline or district. The document discusses the concept of academic orientation for teachers and different approaches to teacher training internationally and in Nigeria. It emphasizes the importance of subject matter knowledge and conceptual understanding for effective teaching.
Enhancing teacher preparation programme to minimize challenges of mentors in ...Alexander Decker
This document summarizes a study on enhancing teacher preparation programs to minimize challenges faced by mentors. It discusses challenges mentors faced such as lack of guidance for mentees. Interventions like mentor training and weekend meetings were implemented. Data collected before interventions showed issues like absenteeism and lack of materials. After interventions, mentors provided more support like lesson planning assistance. The study aimed to assess mentor roles and implement measures to improve the teacher preparation program effectiveness.
Collaborative Learning for Educational Achievementiosrjce
Collaboration is a way of interaction and personal attitude where individuals are responsible for
their actions, learning , their abilities and contributions of their peers as well. This paper clarifies the concept
of collaborative learning by presenting and analyzing the educational benefits of Collaborative learning
techniques. Collaborative learning is more students centered. The collaborative tradition takes a more
qualitative approach, analyzing student talk in response to a piece of literature. This paper clarifies the
differences between collaborative and individual learning. . The paper also highlights teacher’s perspective for
individual and collaborative learning. The paper concludes with a discussion about the implications of these
issues with respect to achievement of undergraduate students in English. T-test is used to study the difference in
means in achievement in English by using collaborative learning and individual learning. The sample comprises
of 40 students (males 30, females 10) of undergraduate program. Purposive sampling has been used .The final
achievement scores in English have been used for the purpose of the study.
First presentation in the series "Professionalising teachers and raising the quality of care" (PAMAOK003); MA in Education Studies , Groningen University (RUG), 10 November 2010.
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
This document discusses differentiated instruction and its implications for implementing Universal Design for Learning (UDL). It begins by defining differentiated instruction and identifying its key components, including differentiating content, process, and products. It also discusses evidence that differentiated instruction can be an effective classroom practice. The document then introduces UDL and discusses how its three principles - providing multiple means of representation, action and expression, and engagement - align with differentiated instruction. It provides examples of how computer simulations can support UDL implementation. Overall, the document explores the relationship between differentiated instruction and UDL, arguing they are complementary frameworks for making curriculum more flexible and inclusive.
This document discusses differentiated instruction and its implications for implementing Universal Design for Learning (UDL). It begins by defining differentiated instruction and identifying its key components, including differentiating content, process, and products. It also discusses evidence that differentiated instruction can be an effective classroom practice. The document then introduces UDL and discusses how its principles align with differentiated instruction. It provides examples of how UDL and differentiated instruction can be combined in lessons using digital materials to increase flexibility and accessibility for all students.
This document discusses differentiated instruction and its implications for implementing Universal Design for Learning (UDL). It begins by defining differentiated instruction and identifying its key components, including differentiating content, process, and products based on students' readiness, interests, and learning profiles. The document then discusses UDL and how its three principles (multiple means of representation, expression, and engagement) align with differentiated instruction. It provides examples of how teachers can implement differentiated lessons using UDL frameworks. The document concludes that while more research is still needed, differentiated instruction shows promise as an effective classroom practice based on educational theory and research supporting its foundations.
This document summarizes a research article that studied the effectiveness of blended learning in teaching educational psychology to B.Ed trainees. The study used a quasi-experimental design with 100 student trainees randomly assigned to a control or experimental group. The experimental group received instruction through blended learning (combining face-to-face and online methods) while the control group received conventional face-to-face instruction. Results showed that while pre-test scores did not differ between the groups, post-test scores were significantly higher for the experimental group that received blended learning. This suggests that blended learning is more effective than conventional teaching methods at improving achievement in educational psychology among student teachers.
This study aims to form a lecturer achievement index model based on student perceptions by looking
at the caseality relationship between latent variables, namely professional, social, personality and pedagogical
competencies of lecturers
The curriculum development process involves designing integrated teaching and learning plans, implementing them, and evaluating if learning objectives are achieved. A curriculum specialist was interviewed about their school district's process. The district determines curriculum needs, adopts materials through a committee process involving demonstrations from publishers, and supports teachers in effective implementation. Both benefits and potential issues with the curriculum adoption process were discussed.
This document provides an overview of a teacher counselor training program at Ateneo de Naga University. The training aims to empower classroom teachers with counseling skills to better support students' holistic development. It consists of 5 parts: understanding oneself as a teacher-counselor, understanding students and their developmental stages, learning basic counseling techniques, practicing skills through role-playing, and learning about the school's crisis intervention services. The goal is to help teachers build empathy with students and address their personal, social, emotional, and academic needs through individualized support. Completing this training can assist teachers in their role as mentors according to the university's Ignatian philosophy of education.
This document discusses concepts related to teaching as a profession. It defines teaching and outlines its objectives, nature, and characteristics. Teaching is defined as a complex process aimed at bringing about socially desirable behavioral changes. Its nature is described as dynamic, social, and humane. Key characteristics of teaching include content knowledge, pedagogical knowledge, technological knowledge, professional attitude, and reflective practice. The document also discusses the concept of continuing professional development for teachers, which involves keeping their professional knowledge and skills updated through lifelong learning. Teacher professional ethics and accountability are also emphasized.
The document discusses a study on the challenges of guidance and counseling services at Wa Senior High Technical School in Wa Municipality, Ghana. It aims to assess the prospects of counseling services, examine challenges preventing student participation, and determine ways to enhance counseling's role. Key findings include that the majority of students utilize services for academic support, but many feel shy, distrust counseling, or are unaware of it due to having only one trained female counselor. The study concludes guidance and counseling is important for education but faces challenges at this school like lack of confidentiality and approachability. It recommends appointing a municipal counseling coordinator and employing full-time counselors of both genders.
ACTIVITY BASED LEARNING ELIMINATE ROTE FOR ACADEMIC GROWTH Impact Factor-5.414Don Dooley
This document discusses the effectiveness of activity-based learning in enhancing student academic achievement. The author conducted a study of 492 secondary school students in Mumbai, India. Students took an achievement test before and after instructional modules that incorporated various cooperative learning activities. Comparison of pre-test and post-test scores found a significant difference, indicating activity-based learning improved student performance. The author proposes guidelines for teachers to effectively implement activity-based learning techniques in the classroom.
Lived experiences of educators engaged in contintuing professional developmen...GlenCortezano1
1. The document discusses the lived experiences of educators engaged in continuing professional development (CPD) in the new normal brought about by the COVID-19 pandemic. It explores how educators have adapted their CPD amid challenges of remote learning and enforced social distancing.
2. Educators described developing adaptability, innovation, and balancing digital and life skills as they transitioned to remote teaching. They engaged in CPD to remain creative and resourceful in delivering quality education online. Connecting with other educators globally was seen as a blessing.
3. Themes that emerged included passion for lifelong learning, collaboration, and prioritizing educators' well-being. Policymakers are recommended to review and adapt CPD programs
Cleus B. Reamico
University of Santo Tomas – Legazpi
Graduate School
Rawis, Legazpi City, Philippines
Abstract: One of the special ethical principles that must be practiced in an educational institution is that all
teachers should improve their professional knowledge and skills so that their performance will better serve others.
One application of this ethical standard is awareness of the issues and trends in education, specifically in
educational planning. The issues and trends in educational planning that students are aware of are: lack of gadgets
and internet connection problems under administrative planning; blended learning, personalized learning,
experiential learning, adaptive learning, bite-sized learning, gamification, socio-emotional learning, genius hour,
and STEAM curriculum under academic curriculum or curricular planning; budgetary concerns, lack of facilities,
and teacher shortage under administrative planning; drop-out rates, self-care, self-reliance, and digital citizenship
under instructional planning; social divide, brain drain, socio-economics, and COVID19 adaptation under cocurricular planning. Since seminars do take the lead in the source of information of students, it is only but
important that these topics be given more attention since educational ethics is the heart of the teaching profession.
Keywords: (Education / Ethics / Planning / Issues / Trends / Awareness).
This document summarizes research on teacher preparation and effectiveness. It finds that high-quality teacher preparation helps develop essential teaching knowledge and skills, increases student achievement, and reduces teacher turnover. Studies show that subject knowledge alone is not enough to be an effective teacher - pedagogical training is also important. The research supports comprehensive teacher preparation programs and professional standards to ensure teacher quality.
A Holistic Approach To Learning And Teaching Interaction Factors In The Deve...Lisa Garcia
This document summarizes the Holistic Approach to Learning and Teaching Interaction (HALTI), which was developed over 9 years by the author through reflective teaching practice. HALTI aims to develop students as critical, confident, independent learners by making learning a process of self-improvement within a social context. It recognizes students as individuals with personal needs and invokes Personal Construct Theory to understand students' perspectives and help them take ownership of knowledge. The approach involves 5 aspects of interaction designed to motivate students and develop critical thinking skills. Evidence shows HALTI improves student engagement, progression and satisfaction.
This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
Stephanie McKendry 'The conflicting priorities of blended and inclusive learn...johnroseadams1
This document summarizes an interview with Dr. Stephanie McKendry about her research on replacing a successful campus-based pre-entry program for nursing students with a virtual version.
[1] Dr. McKendry conducted research through action research cycles involving interviews and evaluations. Her research found that replacing campus activities with online versions is limited and may threaten inclusivity by disenfranchising some learners.
[2] Interviews with students who attended the campus-based pre-entry program found that the "face time" and socialization aspects were most valuable in building confidence and community. Students were not confident that an online version could replicate these benefits.
[3] While blended learning can supplement
(U) WHAT INSIGHTS ARE DERIVED FROM OPERATION ANACONDA IN REGARDS TMoseStaton39
(U) WHAT INSIGHTS ARE DERIVED FROM OPERATION ANACONDA IN REGARDS TO THE NCO COMMON CORE COMPENTENCY (NCOCCC) OF OPERATIONS?
The NCOCCC of Operations is a combination of operational skill sets that, when mastered by senior leaders can save lives and ensure effective unified action. Some of its key tenets include: Large-scale combat operations; understanding operational and mission variables; resolving complex, ill-structured problems with the use of Mission Command; and understanding how to integrate the different branches of the military into successful joint operations (Department of the Army [DA], 2020, pp. 2-3). This final principle of conducting joint operations becomes increasingly important as contemporary conflicts continue to venture further into the realm of multi-domain warfare (Marr, 2018, pp. 10-11). In order to execute such a complex task, Joint Force Commanders (JFC) must “integrate, synchronize, and direct joint operations” through the use of seven Joint Functions (Joint Chiefs of Staff [JCS], 2017, p. III-1). One of these functions, Command and Control, is how the JFC directs the forces toward accomplishment of the mission, and its essential task is to “Communicate and ensure the flow of information across the staff and joint force” (JCS, 2017, p. III-2). This task is critical to the creation of a shared understanding, which allows the separate branches to work seamlessly together toward a common goal. The absence of this unifying component hinders missions and increases casualties. In Operation ANACONDA, JFC Major General (MG) Hagenbeck failed to create such a shared understanding with his subordinate Air Force assets, which contributed to increasing the amount of casualties his forces incurred. Although the warning order was published on 6 January, MG Hagenbeck did not notify the Combined Force Air Component Commander of Operation ANACONDA until 23 February, just days before the operation began (Fleri et al., 2003). This failure to ensure the flow of information across the joint force, caused downstream effects in planning and preparation that led to diminished air support during the initial stages of the operation. As noted by Lambeth (2005) in his comprehensive analysis, “because so little air support had been requested…coalition troops entered the fight virtually unprotected by any preparatory and suppressive fire” (pp. 204-205). Operation Anaconda provides a clear case of how proficiency in the realm of Operations can result in fewer U.S. casualties.
M451: Decisive Action
Case Study Defense Support of Civil Authorities
1. Scenario
Good morning, welcome to VNN -- local officials are celebrating this morning as a new industrial
park is being christened in our community, there’s a ribbon-cutting scheduled for 10am this
morning. Officials say the new Hampton Industrial Park will bring millions of dollars of new tax
revenues and thousands of new jobs to state and local communities. But a group of activi ...
(Remarks)Please keep in mind that the assiMoseStaton39
(Remarks)
Please keep in mind that the assignment states, "Each of your sections’ content must be at least one full page in length, in Times New Roman 12-pt. font, double-spaced, with 1” margins." When you turn something in that is about half of the required length, you take a bit of a double hit. The first hit is for not meeting minimum expectations for the assignment. The second hit is for not going into as much detail as needed to get a high grade. I can see that you are ahead on the sections. That is not a problem as those have not been graded yet. However, understand that as is, they will also have significant point deductions.
1
4
A Pollution Prevention Plan (P3) Pre-Assessment Study
[Student name here…remove brackets]
Columbia Southern University
ENV 4301: Pollution Prevention
[Instructor name here…remove brackets]
[Date here…remove brackets]
Abstract
Block one full paragraph (no indenting the first line or any subsequent lines). Provide one full sentence here for each unit as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the Unit VII material is complete, you will have six or seven sentences in this abstract (one for each unit, for Units II–VII).
Pollution Prevention Plan (P3) Pre-Assessment Study
General Operational Characteristics
Start typing here for Unit II in non-italicized font (despite the different font types and sizes allowed with APA 7th edition, please stay in Times New Roman 12-pt. font for this document, since this template is already in that font and size), citing with
CSU APA Citation Guide p. 6 styled citations to defend what you state as fact.
Potential Ecological Health Impacts
Fill this in for Unit II. Remove each blank section before submittal in each unit.
Potential Human Health Impacts
Fill this in for Unit III.
Potential Societal Health Impacts
Fill this in for Unit IV.
Risk Assessment and Regulatory Requirements
Fill this in for Unit V.
Pollution Prevention Technologies
Fill this in for Unit VI.
Engineering Opportunities for Pollution Prevention
Fill this in for Unit VII.
References
Brusseau, M. L., Pepper, I. L., & Gerba, C. P. (2019).
Environmental and pollution science (3rd ed.). Academic Press. https://online.vitalsource.com/#/books/9780128147207
List additional references here alphabetically (you may need to list some before the textbook reference). Be sure to double-space and use a hanging indent for each subsequent line in each reference entry, formatting according to CSU APA Citation Guide pp. 8–11.
1
4
A Pollution Prevention Plan (P4) Pre-Assessment Study
Abstract
This undertaking essentially entails a Pre-Assessment study on behalf of the board of directors at ABC Agriculture Production Inc; it explores the general operational characteristics, potential ecological health effects, potential human health impacts, potential societal health impacts, risk ...
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This document discusses differentiated instruction and its implications for implementing Universal Design for Learning (UDL). It begins by defining differentiated instruction and identifying its key components, including differentiating content, process, and products. It also discusses evidence that differentiated instruction can be an effective classroom practice. The document then introduces UDL and discusses how its three principles - providing multiple means of representation, action and expression, and engagement - align with differentiated instruction. It provides examples of how computer simulations can support UDL implementation. Overall, the document explores the relationship between differentiated instruction and UDL, arguing they are complementary frameworks for making curriculum more flexible and inclusive.
This document discusses differentiated instruction and its implications for implementing Universal Design for Learning (UDL). It begins by defining differentiated instruction and identifying its key components, including differentiating content, process, and products. It also discusses evidence that differentiated instruction can be an effective classroom practice. The document then introduces UDL and discusses how its principles align with differentiated instruction. It provides examples of how UDL and differentiated instruction can be combined in lessons using digital materials to increase flexibility and accessibility for all students.
This document discusses differentiated instruction and its implications for implementing Universal Design for Learning (UDL). It begins by defining differentiated instruction and identifying its key components, including differentiating content, process, and products based on students' readiness, interests, and learning profiles. The document then discusses UDL and how its three principles (multiple means of representation, expression, and engagement) align with differentiated instruction. It provides examples of how teachers can implement differentiated lessons using UDL frameworks. The document concludes that while more research is still needed, differentiated instruction shows promise as an effective classroom practice based on educational theory and research supporting its foundations.
This document summarizes a research article that studied the effectiveness of blended learning in teaching educational psychology to B.Ed trainees. The study used a quasi-experimental design with 100 student trainees randomly assigned to a control or experimental group. The experimental group received instruction through blended learning (combining face-to-face and online methods) while the control group received conventional face-to-face instruction. Results showed that while pre-test scores did not differ between the groups, post-test scores were significantly higher for the experimental group that received blended learning. This suggests that blended learning is more effective than conventional teaching methods at improving achievement in educational psychology among student teachers.
This study aims to form a lecturer achievement index model based on student perceptions by looking
at the caseality relationship between latent variables, namely professional, social, personality and pedagogical
competencies of lecturers
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This document provides an overview of a teacher counselor training program at Ateneo de Naga University. The training aims to empower classroom teachers with counseling skills to better support students' holistic development. It consists of 5 parts: understanding oneself as a teacher-counselor, understanding students and their developmental stages, learning basic counseling techniques, practicing skills through role-playing, and learning about the school's crisis intervention services. The goal is to help teachers build empathy with students and address their personal, social, emotional, and academic needs through individualized support. Completing this training can assist teachers in their role as mentors according to the university's Ignatian philosophy of education.
This document discusses concepts related to teaching as a profession. It defines teaching and outlines its objectives, nature, and characteristics. Teaching is defined as a complex process aimed at bringing about socially desirable behavioral changes. Its nature is described as dynamic, social, and humane. Key characteristics of teaching include content knowledge, pedagogical knowledge, technological knowledge, professional attitude, and reflective practice. The document also discusses the concept of continuing professional development for teachers, which involves keeping their professional knowledge and skills updated through lifelong learning. Teacher professional ethics and accountability are also emphasized.
The document discusses a study on the challenges of guidance and counseling services at Wa Senior High Technical School in Wa Municipality, Ghana. It aims to assess the prospects of counseling services, examine challenges preventing student participation, and determine ways to enhance counseling's role. Key findings include that the majority of students utilize services for academic support, but many feel shy, distrust counseling, or are unaware of it due to having only one trained female counselor. The study concludes guidance and counseling is important for education but faces challenges at this school like lack of confidentiality and approachability. It recommends appointing a municipal counseling coordinator and employing full-time counselors of both genders.
ACTIVITY BASED LEARNING ELIMINATE ROTE FOR ACADEMIC GROWTH Impact Factor-5.414Don Dooley
This document discusses the effectiveness of activity-based learning in enhancing student academic achievement. The author conducted a study of 492 secondary school students in Mumbai, India. Students took an achievement test before and after instructional modules that incorporated various cooperative learning activities. Comparison of pre-test and post-test scores found a significant difference, indicating activity-based learning improved student performance. The author proposes guidelines for teachers to effectively implement activity-based learning techniques in the classroom.
Lived experiences of educators engaged in contintuing professional developmen...GlenCortezano1
1. The document discusses the lived experiences of educators engaged in continuing professional development (CPD) in the new normal brought about by the COVID-19 pandemic. It explores how educators have adapted their CPD amid challenges of remote learning and enforced social distancing.
2. Educators described developing adaptability, innovation, and balancing digital and life skills as they transitioned to remote teaching. They engaged in CPD to remain creative and resourceful in delivering quality education online. Connecting with other educators globally was seen as a blessing.
3. Themes that emerged included passion for lifelong learning, collaboration, and prioritizing educators' well-being. Policymakers are recommended to review and adapt CPD programs
Cleus B. Reamico
University of Santo Tomas – Legazpi
Graduate School
Rawis, Legazpi City, Philippines
Abstract: One of the special ethical principles that must be practiced in an educational institution is that all
teachers should improve their professional knowledge and skills so that their performance will better serve others.
One application of this ethical standard is awareness of the issues and trends in education, specifically in
educational planning. The issues and trends in educational planning that students are aware of are: lack of gadgets
and internet connection problems under administrative planning; blended learning, personalized learning,
experiential learning, adaptive learning, bite-sized learning, gamification, socio-emotional learning, genius hour,
and STEAM curriculum under academic curriculum or curricular planning; budgetary concerns, lack of facilities,
and teacher shortage under administrative planning; drop-out rates, self-care, self-reliance, and digital citizenship
under instructional planning; social divide, brain drain, socio-economics, and COVID19 adaptation under cocurricular planning. Since seminars do take the lead in the source of information of students, it is only but
important that these topics be given more attention since educational ethics is the heart of the teaching profession.
Keywords: (Education / Ethics / Planning / Issues / Trends / Awareness).
This document summarizes research on teacher preparation and effectiveness. It finds that high-quality teacher preparation helps develop essential teaching knowledge and skills, increases student achievement, and reduces teacher turnover. Studies show that subject knowledge alone is not enough to be an effective teacher - pedagogical training is also important. The research supports comprehensive teacher preparation programs and professional standards to ensure teacher quality.
A Holistic Approach To Learning And Teaching Interaction Factors In The Deve...Lisa Garcia
This document summarizes the Holistic Approach to Learning and Teaching Interaction (HALTI), which was developed over 9 years by the author through reflective teaching practice. HALTI aims to develop students as critical, confident, independent learners by making learning a process of self-improvement within a social context. It recognizes students as individuals with personal needs and invokes Personal Construct Theory to understand students' perspectives and help them take ownership of knowledge. The approach involves 5 aspects of interaction designed to motivate students and develop critical thinking skills. Evidence shows HALTI improves student engagement, progression and satisfaction.
This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
Stephanie McKendry 'The conflicting priorities of blended and inclusive learn...johnroseadams1
This document summarizes an interview with Dr. Stephanie McKendry about her research on replacing a successful campus-based pre-entry program for nursing students with a virtual version.
[1] Dr. McKendry conducted research through action research cycles involving interviews and evaluations. Her research found that replacing campus activities with online versions is limited and may threaten inclusivity by disenfranchising some learners.
[2] Interviews with students who attended the campus-based pre-entry program found that the "face time" and socialization aspects were most valuable in building confidence and community. Students were not confident that an online version could replicate these benefits.
[3] While blended learning can supplement
Similar to Procedia - Social and Behavioral Sciences 113 ( 2014 ) 36 (20)
(U) WHAT INSIGHTS ARE DERIVED FROM OPERATION ANACONDA IN REGARDS TMoseStaton39
(U) WHAT INSIGHTS ARE DERIVED FROM OPERATION ANACONDA IN REGARDS TO THE NCO COMMON CORE COMPENTENCY (NCOCCC) OF OPERATIONS?
The NCOCCC of Operations is a combination of operational skill sets that, when mastered by senior leaders can save lives and ensure effective unified action. Some of its key tenets include: Large-scale combat operations; understanding operational and mission variables; resolving complex, ill-structured problems with the use of Mission Command; and understanding how to integrate the different branches of the military into successful joint operations (Department of the Army [DA], 2020, pp. 2-3). This final principle of conducting joint operations becomes increasingly important as contemporary conflicts continue to venture further into the realm of multi-domain warfare (Marr, 2018, pp. 10-11). In order to execute such a complex task, Joint Force Commanders (JFC) must “integrate, synchronize, and direct joint operations” through the use of seven Joint Functions (Joint Chiefs of Staff [JCS], 2017, p. III-1). One of these functions, Command and Control, is how the JFC directs the forces toward accomplishment of the mission, and its essential task is to “Communicate and ensure the flow of information across the staff and joint force” (JCS, 2017, p. III-2). This task is critical to the creation of a shared understanding, which allows the separate branches to work seamlessly together toward a common goal. The absence of this unifying component hinders missions and increases casualties. In Operation ANACONDA, JFC Major General (MG) Hagenbeck failed to create such a shared understanding with his subordinate Air Force assets, which contributed to increasing the amount of casualties his forces incurred. Although the warning order was published on 6 January, MG Hagenbeck did not notify the Combined Force Air Component Commander of Operation ANACONDA until 23 February, just days before the operation began (Fleri et al., 2003). This failure to ensure the flow of information across the joint force, caused downstream effects in planning and preparation that led to diminished air support during the initial stages of the operation. As noted by Lambeth (2005) in his comprehensive analysis, “because so little air support had been requested…coalition troops entered the fight virtually unprotected by any preparatory and suppressive fire” (pp. 204-205). Operation Anaconda provides a clear case of how proficiency in the realm of Operations can result in fewer U.S. casualties.
M451: Decisive Action
Case Study Defense Support of Civil Authorities
1. Scenario
Good morning, welcome to VNN -- local officials are celebrating this morning as a new industrial
park is being christened in our community, there’s a ribbon-cutting scheduled for 10am this
morning. Officials say the new Hampton Industrial Park will bring millions of dollars of new tax
revenues and thousands of new jobs to state and local communities. But a group of activi ...
(Remarks)Please keep in mind that the assiMoseStaton39
(Remarks)
Please keep in mind that the assignment states, "Each of your sections’ content must be at least one full page in length, in Times New Roman 12-pt. font, double-spaced, with 1” margins." When you turn something in that is about half of the required length, you take a bit of a double hit. The first hit is for not meeting minimum expectations for the assignment. The second hit is for not going into as much detail as needed to get a high grade. I can see that you are ahead on the sections. That is not a problem as those have not been graded yet. However, understand that as is, they will also have significant point deductions.
1
4
A Pollution Prevention Plan (P3) Pre-Assessment Study
[Student name here…remove brackets]
Columbia Southern University
ENV 4301: Pollution Prevention
[Instructor name here…remove brackets]
[Date here…remove brackets]
Abstract
Block one full paragraph (no indenting the first line or any subsequent lines). Provide one full sentence here for each unit as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the Unit VII material is complete, you will have six or seven sentences in this abstract (one for each unit, for Units II–VII).
Pollution Prevention Plan (P3) Pre-Assessment Study
General Operational Characteristics
Start typing here for Unit II in non-italicized font (despite the different font types and sizes allowed with APA 7th edition, please stay in Times New Roman 12-pt. font for this document, since this template is already in that font and size), citing with
CSU APA Citation Guide p. 6 styled citations to defend what you state as fact.
Potential Ecological Health Impacts
Fill this in for Unit II. Remove each blank section before submittal in each unit.
Potential Human Health Impacts
Fill this in for Unit III.
Potential Societal Health Impacts
Fill this in for Unit IV.
Risk Assessment and Regulatory Requirements
Fill this in for Unit V.
Pollution Prevention Technologies
Fill this in for Unit VI.
Engineering Opportunities for Pollution Prevention
Fill this in for Unit VII.
References
Brusseau, M. L., Pepper, I. L., & Gerba, C. P. (2019).
Environmental and pollution science (3rd ed.). Academic Press. https://online.vitalsource.com/#/books/9780128147207
List additional references here alphabetically (you may need to list some before the textbook reference). Be sure to double-space and use a hanging indent for each subsequent line in each reference entry, formatting according to CSU APA Citation Guide pp. 8–11.
1
4
A Pollution Prevention Plan (P4) Pre-Assessment Study
Abstract
This undertaking essentially entails a Pre-Assessment study on behalf of the board of directors at ABC Agriculture Production Inc; it explores the general operational characteristics, potential ecological health effects, potential human health impacts, potential societal health impacts, risk ...
(This is provided as an example of the paper layout and spacMoseStaton39
This document provides an outline and instructions for a business report on improving the hiring process at Maryland Technology Consultants (MTC). The report should include: an introduction explaining the context and purpose of the report; an analysis of how improving hiring supports MTC's business strategy and competitive advantage; objectives and metrics for strategic goals; how decision-making roles would use information from the new system; and a process analysis of the current and improved hiring processes. The report should follow APA style guidelines and include references.
(Student Name)Date of EncounterPreceptorClinical SiteClMoseStaton39
(Student Name)
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Grivel J. Hera Gomez APRN, FNP-C
Soap Note # ____ Main Diagnosis ______________
PATIENT INFORMATION
Name:
Age:
Gender at Birth:
Gender Identity:
Source:
Allergies:
Current Medications:
·
PMH:
Immunizations:
Preventive Care:
Surgical History:
Family History:
Social History:
Sexual Orientation:
Nutrition History:
Subjective Data:
Chief Complaint:
Symptom analysis/HPI:
The patient is …
Review of Systems (ROS)
CONSTITUTIONAL:
NEUROLOGIC:
HEENT:
RESPIRATORY:
CARDIOVASCULAR:
GASTROINTESTINAL:
GENITOURINARY:
MUSCULOSKELETAL:
SKIN:
Objective Data:
VITAL SIGNS:
GENERAL APPREARANCE:
NEUROLOGIC:
HEENT:
CARDIOVASCULAR:
RESPIRATORY:
GASTROINTESTINAL:
MUSKULOSKELETAL:
INTEGUMENTARY:
ASSESSMENT:
Main Diagnosis
(Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6th or 7th Edition.
Differential diagnosis (minimum 3)
-
-
-
PLAN:
Labs and Diagnostic Test to be ordered (if applicable)
· -
· -
Pharmacological treatment:
-
Non-Pharmacologic treatment:
Education (provide the most relevant ones tailored to your patient)
Follow-ups/Referrals
References (in APA Style)
Examples
Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).
ISBN 978-0-8261-3424-0
Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010
(25th ed.). Print (The 5-Minute Consult Series).
(Student Name)
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Dr. David Trabanco DNP, APRN, AGNP-C, FNP-C
Soap Note # Main Diagnosis ( Exp: Soap Note #3 DX: Hypertension)
PATIENT INFORMATION
Name: Mr. DT
Age: 68-year-old
Gender at Birth: Male
Gender Identity: Male
Source: Patient
Allergies: PCN, Iodine
Current Medications:
· Atorvastatin tab 20 mg, 1-tab PO at bedtime
· ASA 81mg po daily
· Multi-Vitamin Centrum Silver
PMH: Hypercholesterolemia
Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.
Preventive Care: Coloscopy 5 years ago (Negative)
Surgical History: Appendectomy 47 years ago.
Family History: Father- died 81 does not report information
Mother-alive, 88 years old, Diabetes Mellitus, HTN
Daughter-alive, 34 years old, healthy
Social History: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone.
Sexual Orientation: Straight
Nutrition History: Diets off and on, Does not each seafood
Subjective Data:
Chief Complaint: “headaches” that started two weeks ago
Symptom analysis/HPI:
The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and somet ...
(TITLE)Sung Woo ParkInternational American UniversityFINMoseStaton39
(TITLE)
Sung Woo Park
International American University
FIN 500: Financial management
Vahick Yedgarian, Ph.D., J.D., M.B.A., M.S.
April 15th, 2021
TITLE
According to the market analysis of Walmart, the retail firm is considered an unstoppable retail force. It is ranked as the first or number retail firm and the largest business organization in revenue and employee size. The company's total number of employees is estimated to be 2.2 million employees across its different stores. Apart from the retail business line, it also undertakes wholesale business activities (Tan, 2017). It provides all types of assortment merchandise as well as services for affordable costs. In this research paper, the main objective is to undertake a cash flow analysis statement of Walmart and its Relevance to its investors (Tan, 2017).
A cash flow statement is an important financial statement. A cash flow statement is understood as the financial statement that summarizes the financial or cash amounts. It is a summary of the amount in cash and cash equivalents (Murphy, 2021). In other words, it reflects the amount of cash entering and leaving an organization. The cash flow statement provides measures of a company’s financial strength and reflects its position in terms of revenue (Murphy, 2021). Besides, it helps investors to make the right financial decision.
The cash flow statement is an important financial document to investors. Investors always have a trait of looking at how a company is performing by evaluating the progress, the trends among other issues, and deciding whether to invest in the company. Investment decision-making in an in-depth analysis is usually achieved by looking at the cash flow performance based on an analysis of different elements of the statement.
The cash flow statement for Walmart is an important document to its investors. The cash flow statement of Walmart is an important measure of the profitability of the company. Besides, it provides investors with a clear picture and future projection outlook of how the company will be. Based on the analysis of the company’s cash flow statement company has been recording high levels of revenue over the past few years. As a result, it has been ranked as the largest company in terms of revenue collected. Such a specific entity of the company is a clear reflection that Walmart is indeed a profitable firm in profitability (Tan, 2017). Hence, it is a clear reflection to the investors that the company is making money instead of losses. For instance, over the past few years, the company has recorded a revenue increment and stability. The economic analysis measures the company revenue growth in terms of net sales changes to be 7.2% (WMT | Walmart Inc. Annual Cash Flow Statement | Market Watch. Market Watch, 2021). Such a growth rate is indeed admirable and attractive to investors searching for companies to invest in. The company's revenue level is a general overview and clear or direct instant and r ...
(Student Name) UniversityDate of EncounterPreceptorCliniMoseStaton39
(Student Name)
University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor:
Soap Note # Main Diagnosis ( Exp: Soap Note #3 DX: Hypertension)
PATIENT INFORMATION
Name: Mr. DT
Age: 68-year-old
Gender at Birth: Male
Gender Identity: Male
Source: Patient
Allergies: PCN, Iodine
Current Medications:
· Atorvastatin tab 20 mg, 1-tab PO at bedtime
· ASA 81mg po daily
· Multi-Vitamin Centrum Silver
PMH: Hypercholesterolemia
Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.
Preventive Care: Coloscopy 5 years ago (Negative)
Surgical History: Appendectomy 47 years ago.
Family History: Father- died 81 does not report information
Mother-alive, 88 years old, Diabetes Mellitus, HTN
Daughter-alive, 34 years old, healthy
Social History: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone.
Sexual Orientation: Straight
Nutrition History: Diets off and on, Does not each seafood
Subjective Data:
Chief Complaint: “headaches” that started two weeks ago
Symptom analysis/HPI:
The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and sometimes it is accompanied by dizziness. He states that he has been under stress in his workplace for the last month. Patient denies chest pain, palpitation, shortness of breath, nausea or vomiting.
Review of Systems (ROS)
CONSTITUTIONAL: Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC: Headache and dizziness as describe above. Denies changes in LOC. Denies history of tremors or seizures.
HEENT: HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing.
RESPIRATORY: Patient denies shortness of breath, cough or hemoptysis.
CARDIOVASCULAR: No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal
dyspnea.
GASTROINTESTINAL: Denies abdominal pain or discomfort. Denies flatulence, nausea, vomiting or
diarrhea.
GENITOURINARY: Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence.
MUSCULOSKELETAL: Denies falls or pain. Denies hearing a clicking or snapping sound.
SKIN: No change of coloration such as cyanosis or jaundice, no rashes or pruritus.
Objective Data:
VITAL SIGNS: Temperature: 98.5 °F, Pulse: 87, BP: 159/92 mmhg, RR 20, PO2-98% on room air, Ht- 6’4”, Wt 200 lb, BMI 25. Report pain 2/10.
GENERAL APPREARANCE: The patient is alert and oriented x 3. No acute distress noted. NEUROLOGIC: Alert, CNII-XII grossly intact, oriented to person, ...
(Student Name)Miami Regional UniversityDate of EncounterMoseStaton39
(Student Name)
Miami Regional University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Patricio Bidart MSN, APRN, FNP-C
Soap Note # ____ Main Diagnosis ______________
PATIENT INFORMATION
Name:
Age:
Gender at Birth:
Gender Identity:
Source:
Allergies:
Current Medications:
·
PMH:
Immunizations:
Preventive Care:
Surgical History:
Family History:
Social History:
Sexual Orientation:
Nutrition History:
Subjective Data:
Chief Complaint:
Symptom analysis/HPI:
The patient is …
Review of Systems (ROS) (This section is what the patient says, therefore should state Pt denies, or Pt states….. )
CONSTITUTIONAL:
NEUROLOGIC:
HEENT:
RESPIRATORY:
CARDIOVASCULAR:
GASTROINTESTINAL:
GENITOURINARY:
MUSCULOSKELETAL:
SKIN:
Objective Data:
VITAL SIGNS:
GENERAL APPREARANCE:
NEUROLOGIC:
HEENT:
CARDIOVASCULAR:
RESPIRATORY:
GASTROINTESTINAL:
MUSKULOSKELETAL:
INTEGUMENTARY:
ASSESSMENT:
(In a paragraph please state “your encounter with your patient and your findings ( including subjective and objective data)
Example : “Pt came in to our clinic c/o of ear pain. Pt states that the pain started 3 days ago after swimming. Pt denies discharge etc… on examination I noted this and that etc.)
Main Diagnosis
(Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6th or 7th Edition.
Differential diagnosis (minimum 3)
-
-
-
PLAN:
Labs and Diagnostic Test to be ordered (if applicable)
· -
· -
Pharmacological treatment:
-
Non-Pharmacologic treatment:
Education (provide the most relevant ones tailored to your patient)
Follow-ups/Referrals
References (in APA Style)
Examples
Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).
ISBN 978-0-8261-3424-0
Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010
(25th ed.). Print (The 5-Minute Consult Series).
Nutrition and Diet.
Semester:
Spring
Course:
MSN6150C Advanced Practice Pediatrics
Preceptor:
REYES-CHOUZA, CARLOS
Clinical Site:
IDEAL MEDICAL CENTER
Setting Type:
Patient Demographics
Age:
12 years
Race:
Black or African American
Gender:
Male
Insurance:
Medicaid
Referral:
No referral
Clinical Information
Time with Patient:
25 minutes
Consult with Preceptor:
15 minutes
Type of Decision-Making:
Moderate complexity
Reason for Visit:
New Consult
Chief Complaint:
Felling pressure behaving my eyes
Type of HP:
Detailed
Social Problems Addressed:
Sanitation/Hygiene
Emotional
Prevention
Procedures/Skills (Observed/Assisted/Performed)
Physical Assessment - Physical Assessment (Perf)
General Skills - Vital Signs (Perf)
ICD-10 Diagnosis Codes
#1 -
J01.10 - ACUTE FRONTAL SINUSITIS, UNSPECIFIED
CPT Billing Codes
#1 -
99214 - OFFICE/OP VISIT, EST PT, MEDICALLY APPROPRIATE HX/EXAM; MODERATE LEVEL MED DECISION; 30-39 MIN
Birth & Delivery
Medications
# OTC Drugs taken regularly:
0
# Prescriptions currently pre ...
(Student Name)Miami Regional UniversityDate of EncounterPMoseStaton39
(Student Name)
Miami Regional University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Dr. David Trabanco DNP, APRN, AGNP-C, FNP-C
Soap Note #1 DX: Allergic Rhinitis
PATIENT INFORMATION
Name: Ms. JD
Age: 23-year-old
Gender at Birth: Female
Gender Identity: Female
Source: Patient
Allergies: NKDA
Current Medications:
· Cetirizine 10mg/d
· Mucinex-D
PMH:
Immunizations: Tetanus.
Preventive Care: No history.
Surgical History: No history of surgery.
Family History: Father- alive, 60 years old, healthy.
Mother-alive, 54 years old, HTN, hyperlipidemia.
Sister-alive, 20 years old, Asthma.
Social History: Denies alcohol, tobacco or illicit drugs use. College student, lives alone in campus hostels. Physically active and occasionally does exercise.
Sexual Orientation: Active
Nutrition History: Eats balance diet but avoids excessive junk food.
Subjective Data:
Chief Complaint: “stuffy nose” that has lasted for two weeks.
Symptom analysis/HPI:
Ms. JD is a 23-year-old patient who presents with complaints of a stuffy nose, rhinorrhea, congestion and sneezing. She reports a spontaneous start of the symptoms that have remained consistent. Indicates no particular aggravating symptoms but reports higher severity of the symptoms in the morning. She complains of a sore throat and itchy eyes. She reports an all-day clear runny nose. She indicates consistent outdoor handball practice routine. She reports using Cetirizine and Mucinex-D which do not help. She denies vision or taste changes. She denies fever or chills. Denies diagnosis with allergies.
Review of Systems (ROS)
CONSTITUTIONAL: Denies change in weight, fatigue, fever, night sweats or chills. NEUROLOGIC: Denies seizure, numbness or blackout.
HEENT: HEAD: Denies headache. Eyes: Reports itchy eyes. Denies vision change. Ear: Denies hearing loss, pain or discharge. Nose: Admits stuffiness, nasal congestion and clear discharge. Denies nose bleeds. THROAT: Reports a sore throat.
RESPIRATORY: Patient denies breathing difficulties, cough, wheezing, TB, pneumonia.
CARDIOVASCULAR: No palpitations or chest pain. No edema, PND or orthopnea.
GASTROINTESTINAL: Denies nausea, abdominal pains, vomiting and diarrhea. Denies ulcers hx.
GENITOURINARY: Denies change in urine color, urgency and frequency. Regular menses cycle. Denies ovulation pain. Denies hematuria and dysuria.
MUSCULOSKELETAL: Denies back and joint pains or stiffness.
SKIN: No skin rashes or lesions.
Objective Data:
VITAL SIGNS: Temperature: 36.7 °C, Pulse: 78, BP: 119/87 mmHg, RR 20, PO2-97% on room air, Ht- 1.60m, Wt 67kg, BMI 26.
GENERAL APPREARANCE: Healthy appearing. Alert and oriented x 3. No acute distress. Well-groomed and responds appropriately.
NEUROLOGIC: Alert, oriented, posture erect, clear speech. gait. to person, place, and time.
HEENT: Head: Normocephalic, atraumatic, symmetric, non-tender. Maxillary sinuses mild tenderness. Eyes: Bilateral conjunctival inject ...
(Monica)Gender rarely shapes individual experience in isolation buMoseStaton39
(Monica)Gender rarely shapes individual experience in isolation but is instead linked to other social statuses in the effects it has on our lives. The gender distinction reflects what we see as appropriate “masculine” or “feminine.” For example, some societies expect men to be more aggressive and competitive and women to be emotionally nurturing. I was playing with dolls one day and was playing with two dolls: a female doll and a male doll. Upon passing by, an uncle of mine saw me playing with my toys and frowned. When I asked what was wrong, he seemed uncomfortable. In this statement, he suggested that girls should act like girls and play with girlie things, while boys should play with boy things, including boy dolls. The family experiences that taught me about gender and gender roles are vividly in my memory. Throughout my childhood, my mother and father stressed how essential it is for me to understand and know that I am a girl, and I should always act and carry myself accordingly.
I found conversations like that to be overly exaggerated at the time, but I subsequently understood why my parents did what they did. We were a family of six, with five girls and one boy. As a child, my parents, specifically my mother, stressed what clothing the girls wore. Our mother was always careful not to let us wear anything provocative, and we were to get married and have our own families. Girls are often told that it's alright to cry because girls cry, and if I was a boy, I'd be made to suck it up and deal with it. In addition, my mother taught me that women nurture and that we take care of the home, including cooking, cleaning, and taking care of the children. As girls, we could not play any sports that were deemed "too rough" or to be performed by boys. From a young age, we chose professional careers. All these careers involved female dominating industries, such as nursing, teaching, caretaking, and hairdressing. They all contributed to the construction of my gender.
Multiple ways are available to conceptualize gender; essentialists see it as a binary division, which classifies you as male or female at birth. In contrast, mainstream social scientists take a constructionist approach to gender. Page 242 argues that gender is a constructed concept that has been shaped through culture and history. Finally, people internalize the social expectations they are introduced to.(Ferris & Stein, 2020) (Links to an external site.)
Resources
Ferris, T., & Stein, J. (2020). Chapter 9/ Page 242. In The Real World: An Introduction to Sociology (7th ed., pp. 236–242). essay, W.W. Norton.
...
(Monica) A summary of my decision-making process starts with flippMoseStaton39
(Monica) A summary of my decision-making process starts with flipping through ads to find a job, I was concerned with what companies offered for pay, the type of work I would be doing, and how long would the job last. There were a few companies that were only looking to hire temporarily and again not an ideal situation if I am already concerned with having a steady income. Between the three ads, Office temp, a server at a restaurant making $2.13hr plus tips with hours varying, and a warehouse position, starting at $14Hr with hours from 12 pm to 7 pm. I chose to pick the warehouse position since it offers the most money and a set schedule. Continuing with the simulation, my monthly take-home pay after taxes is $1,224, making my weekly pay only $306. Ideally $1,224 is not enough funds to help sustain a family, barely one person. During this time, I have to pick my insurance, which is a requirement through the Affordable Care Act. Luckily my child is covered and I picked the cheapest plan that I could afford, the bronze plan and it costs $303 a month, which averages to almost $76 a paycheck. I have to ensure I have a place to live, paying rent over $720 and traveling puts my monthly rental and traveling costs at more than 800 dollars a month. The results of me living further away from my job, so that my rent is lower also increased gas costs. According to the simulation, every working household that saves a dollar spends 77 cents on transportation. My balance jumps from $1000 to $192 after paying rent only to find out my apartment is too small for my things, so I chose to have a yard sale. I only made $150 from the yard sale and made the decision to get paid by the piece, since I am barely making a living wage on an hourly paycheck, and in doing so my paycheck decreased by 25cents. I skipped my grandfather’s memorial service because I can not afford to travel, I paid $25 to replace a broken item I fixed, even though considered hiding the evidence. Grocery shopping is next on my to-do list, spending only 30 for things I needed, I felt was hardly enough food, but could not really afford to splurge and spend on extra things. During this time my stress levels are at an all-time high, but I turn the offer for a cigarette down because I do not want to get addicted. As a result, the simulation states there is a misconception that smoking relieves stress during difficult situations in life.
Now that I have come to payday, I decided to start my fitness journey by asking a friend to be my running partner. On the way to work, something blew in the car and needed to get fixed, and asking a friend to look at the issue saved money. The landlord decided to raise rent and $150 had to be paid or I could spend more on legal fees fighting it in court. On the way out to work, someone stole my gas from my car, so I had to make the decision to take the bus and the result where it took me three buses and fives times longer to get there, making me miss a few hours of p ...
(Note This case study is based on many actual cases. All the nameMoseStaton39
Marci is a 22-year-old college student who was arrested five months ago for a DUI. She has a history of regular alcohol and marijuana use since high school. Her family has a history of substance use disorders and mental health issues. While Marci's grades have declined due to her substance use, she does not feel she has a problem with alcohol or marijuana. She is concerned about legal and academic consequences but does not want to change her substance use behaviors.
(Individuals With Disabilities Act Transformation Over the Years)DMoseStaton39
(Individuals With Disabilities Act Transformation Over the Years)
Discussion Forum Instructions:
1. You must post at least three times each week.
2. Your initial post is due Tuesday of each week and the following two post are due before Sunday.
3. All post must be on separate days of the week.
4. Post must be at least 150 words and cite all of your references even it its the book.
Discussion Topic:
Describe how the lives of students with disabilities from culturally and/or linguistically diverse backgrounds have changed since the advent of IDEA. What do you feel are some things that can or should be implemented to better assist with students that have disabilities? Tell me about these ideas and how would you integrate them?
ANOVA
ANOVA
• Analysis of Variance
• Statistical method to analyzes variances to determine if the means from more than
two populations are the same
• compare the between-sample-variation to the within-sample-variation
• If the between-sample-variation is sufficiently large compared to the within-sample-
variation it is likely that the population means are statistically different
• Compares means (group differences) among levels of factors. No
assumptions are made regarding how the factors are related
• Residual related assumptions are the same as with simple regression
• Explanatory variables can be qualitative or quantitative but are categorized
for group investigations. These variables are often referred to as factors
with levels (category levels)
ANOVA Assumptions
• Assume populations , from which the response values for the groups
are drawn, are normally distributed
• Assumes populations have equal variances
• Can compare the ratio of smallest and largest sample standard deviations.
Between .05 and 2 are typically not considered evidence of a violation
assumption
• Assumes the response data are independent
• For large sample sizes, or for factor level sample sizes that are equal,
the ANOVA test is robust to assumption violations of normality and
unequal variances
ANOVA and Variance
Fixed or Random Factors
• A factor is fixed if its levels are chosen before the ANOVA investigation
begins
• Difference in groups are only investigated for the specific pre-selected factors
and levels
• A factor is random if its levels are choosen randomly from the
population before the ANOVA investigation begins
Randomization
• Assigning subjects to treatment groups or treatments to subjects
randomly reduces the chance of bias selecting results
ANOVA hypotheses statements
One-way ANOVA
One-Way ANOVA
Hypotheses statements
Test statistic
=
𝐵𝑒𝑡𝑤𝑒𝑒𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
𝑊𝑖𝑡ℎ𝑖𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
Under the null hypothesis both the between and within group variances estimate the
variance of the random error so the ratio is assumed to be close to 1.
Null Hypothesis
Alternate Hypothesis
One-Way ANOVA
One-Way ANOVA
One-Way ANOVA Excel Output
Treatme
(Kaitlyn)To be very honest I know next to nothing about mythology,MoseStaton39
(Kaitlyn)To be very honest I know next to nothing about mythology, it has never been something that I have had around me or taught in school, I guess it was one of those subjects that got kind of, overlooked. But history is history and in my opinion, it’s important to know what happened in the past to prevent future mishaps or wrongdoings. Therefore I don't know anything about mythology to start, but I am eager to learn more about all these different gods, goddesses, etc., and am surprised to find out that entire towns or civilizations would support the myths or people I am reading about.
The gods and goddesses seem to all have their sanction of what was claimed as their own, one wraps his arms around the earth floating the continents with his aqua arms, and another is essentially the undertaker and decides whose soul belongs where. The people are peasants and they are unequal to those that are considered the higher power, they are the protected and shall not reach out to become a protector. From what I have read it doesn't seem like the gods step on each other’s territory or have competitions to push each other out, it seems as though all that made it up there are respected and get to look down on those that are less than them.
While reading I noticed that there is a bit of a divide between men and women the same as we have today. A big part of societal issues today is gender equality and the general outlook on how each gender is portrayed without any prior information. Men are supposed to be large, strong, and tall, to protect and conquer for the interest of mankind. Women are supposed to be dainty and spread love, make a house a home, and show endearing qualities. I can see the reverse argument for Cupid who is the God of Love being that Eros is a male, being portrayed as the, "fairest of the deathless gods," (Hamilton, 36) but that is one instance in an array of different people. It seems that even though we have come a long way to today with working on gender-specific stereotypes, for these "myths" to be ancient and long ago, it doesn't seem like we have come that far. Yes women are seen as loving and they can be attractive to people around them, but in the man’s brain, they are simply there to be of service to the man, and to man the home when they are not present. It's interesting because even though the language of the reading may be hard for me to get used to, being that it is not in modern English, I can still very well understand one thing. Women like Aphrodite would "...[laugh] sweetly or mockingly at those her wiles had conquered, the irresistible goddess who stole away even the wits of the wise" (Hamilton, 32). Being a woman I translated this to essentially smiling in the faces of those who either are factually in the wrong, or have done wrong to you, and that is something that is still very much alive today. From history, we know that women were seen as property or disposable at the discretion of the man that homed her, and f ...
(Harry)Dante’s Inferno is the first of the three-part epic poem, DMoseStaton39
(Harry)Dante’s Inferno is the first of the three-part epic poem, Divine Comedy, written by Dante Alighieri. The Inferno depicts Dante’s journey through Hell, accompanied and guided by the ancient Roman poet Virgil. In his poem, Dante describes Hell’s topography consisting of nine circles, each representing the seriousness of the sin committed by its offenders, these sins are categorized (by the Catholic Church), grouped, and commonly known as the nine deadly sins. Each level of Hell represent places of torment where the first level is home to less serious offenders, and increase in severity in each circle. As they go deeper into each level, our characters, Dante and Virgil encounter offenders within each ring of hell who have committed more serious offenses and the sins are more egregious. We find that the lowest part of hell houses the betrayers, and punishment here is more severe. Punishment in the poem is handed out in a poetic justice fashion Dante calls contrapasso. In this last (deepest) level or ring of Hell the betrayers of Julius Caesar: Brutus and Cassius are prime tenants, along with Judas, who had betrayed Jesus.
As I read this poem, I can agree with how Hell was organized, and as it sits currently, those guilty of child sexual abuse could reside along with those who are being tortured in the second circle: Lust. But Dante seemed to portray these sins as less severe. But personally, I think that those guilty of committing child sexual abuse should be in the ninth circle of Hell, along with those committing treachery because what is child sexual abuse if not treachery! It is treacherous against the innocent children, who fall betrayed by those who they must respect and obey (adults or those older then they), it is an act of treason to the victim who may have trusted the person committing such a heinous act. But after much contemplation, I still cannot agree with this placement. Child sexual abuse and child sexual assault is, in a very real way, equal to those types of betrayals. The innocence of a child makes those crimes so bad that I feel so uncomfortable writing about. As defined on their website, child sexual abuse includes: any sexual act between an adult and a minor, or between two minors, when one exerts power over the other, forcing, coercing or persuading a child to engage in any type of sexual act, non-contact acts such as exhibitionism, exposure to pornography, voyeurism, and communicating in a sexual manner by phone or Internet. In Dante’s world, those guilty of child sexual assault are far more wicked than those guilty of other sexual sins, and even worse than those guilty of aberrant sexual behavior (as it was understood at the time). Therefore, these sinners would have their very own special place below the ninth circle.
For sinners tormented in the tenth circle, the torture must be as gruesome as the act committed by the sinners. For someone who has committed such a abominable act as is child sexual abuse, assault, ...
(Lucious)Many steps in the systems development process may cause aMoseStaton39
(Lucious)Many steps in the systems development process may cause a project to balloon out of control, affecting the scope's size, where the budget and timeline remain the same. Unfortunately, this is a widespread problem known as scope creep during an IS development. Scope creep is an unexpected demand that moves a project past its predetermined limits. Projects are always documented with a planning outline, which covers in-depth details on boundaries, schedules, major deliverables, time, and budget. Unfortunately, individuals involved in the project may intentionally or unintentionally cause a project to not meet its goals due to the unpredictable nature of adding tasks to a project in progress. Project managers can ensure that the scope is clear by referring to the project planning outline, where all the boundaries and parameters of the project stipulate all deliverables. Spending extra time finalizing the plan can dial in a clear and detailed scope for everyone involved in the project. A project manager needs to engage directly with the clients by speaking with them and thoroughly walking them through all the parameters and deliverables. Closely collaborating with clients throughout the various stages of the project can prevent hiccups that may occur. If issues arise during project development, it is always best to be transparent with the client about every problem. Being able to work through solutions with clients will ease the anxieties as strategies are planned. To ensure deliverables are to the client's expectations, necessary features should be identified as critical for delivering a usable end product. For example, managing a scope creep can be difficult if not handled correctly. However, managing change in a project development does not have to be a battle of wills. Knowing how to address change can be beneficial. It can be outlined in the project planning document with parameters that will deliver the best product for the client without derailing the project. (Joseph S. Valacich, 2015)
REFERENCES
Joseph S. Valacich, J. F. (2015). Essentials of Systems Analysis and Design Sixth Edition. Pearson Education, Inc.
i1v2e5y5pubs
W21153
NEDBANK GROUP: LEADERSHIP AND ADAPTIVE SPACE FOR
DIGITAL INNOVATION
Caren Scheepers, Jill Bogie, and Michael Arena wrote this case solely to provide material for class discussion. The authors do not
intend to illustrate either effective or ineffective handling of a managerial situation. The authors may have disguised certain names
and other identifying information to protect confidentiality.
This publication may not be transmitted, photocopied, digitized, or otherwise reproduced in any form or by any means without the
permission of the copyright holder. Reproduction of this material is not covered under authorization by any reproduction rights
organization. To order copies or request permission to reproduce materials, contact Ivey Publishing, Ivey Business Sch ...
(Eric)Technology always seems simple when it works and it is when MoseStaton39
The document summarizes the history of Versare, a company that manufactures portable room partitions. It describes how Versare was initially dependent on a large distributor for 95% of its sales. Over time, the relationship with the distributor became increasingly contentious as the distributor demanded price cuts and changes to Versare's products. By 2005, Versare's profitability had declined significantly due to its reliance on the problematic distributor relationship.
(ELI)At the time when I first had to take a sociology class in higMoseStaton39
(ELI)At the time when I first had to take a sociology class in high school, I was staunchly anti-feminism, as I felt it was unnecessary in first world countries and primarily focused on encouraging immodesty and considering women to be worth more than men. At that time, my only education on feminism or feminist issues had come from my parents during homeschooling. I clearly remember getting into a heated debate with a classmate whom I considered "the feminist equivalent of a vegan," (referring to the stereotypical joke, "How do you know if someone is a vegan? Don't worry, they'll tell you,") and I told her I simply could not see any situations in real life where women aren't being represented without a real reason. She introduced me to the term Bechdel Test, and encouraged me to spend a few weeks watching my usual shows, but counting how many times the female characters spoke to each other about anything other than men.
As my understanding of feminism and of the world around me has evolved, I have seen an increase in media that passes the Bechdel Test, but have also been surprised to find it is significantly less common than I expected. Additionally, the Bechdel Test only looks at named female characters who discuss something other than men. It does not look at factors of race, sexuality, topics of conversation, or visual presentation. Some argue that although media increasingly passes the test, the quality of that media is lacking and therefore the value of the Bechdel Test does not hold up (How does the Bechdel Test measure up in evaluating film representations of women, 2021). More detailed studies show that women remain underrepresented in media, both behind and before the camera (Smith et. al, 2016). The female characters that are portrayed in trend towards being young and traditionally attractive, reinforcing the "ideal" image as the standard and further raising the standard for the average woman. Additionally, women of color and women belonging to other racial or social minority groups are even less visible, impacting the expectations that society has of women based on how they are shown, and influencing what women consider "normal" in themselves.
How does the Bechdel Test measure up in evaluating film representations of women? (2021, April 19). UWIRE Text, 1.
Smith, S., Choueiti, M., & Pieper, K. (2016). Inclusion or invisibility? Comprehensive Annenberg Report on diversity in entertainment. Media, Diversity & Social Change Initiative. USC Annenberg School for Communication and Journalism.
...
(Executive Summary)MedStar Health Inc, a leader in the healthcMoseStaton39
(Executive Summary)
MedStar Health Inc, a leader in the healthcare industry regionally and nation-wide, is a constant target of the malicious attempts of cyber criminals. Over the past 6 years MedStar Health Inc. has faced several instances of data breach most notably, the 2016 breach that compromised 370 computer systems and halted its operations. As the organization continues to digitize and broaden the use of electronic medical records across its facilities, the threat of cyber-attack remains even more pervasive. The purpose of this report is to provide an overview of MedStar Health Inc cybersecurity vulnerabilities, examine the overall causes and impact of the breaches and explore solutions to meet the organization’s cybersecurity challenges.
With a focal point on MedStar Health breaches, a literature-based study was conducted, and various news articles, academic journals and company publications were analyzed. It was found that the 2016 and 2020 data breaches were attacks on the organization’s internet servers. The 2020 hack compromised the records of 668 patients, whereas the 2016 hack was a result of a ransomware infection that compromised 7500 individuals’ records and halted the organizations’ operations. The cost of the virus infection was greater than the $19,000 ransom requested due to additional recovery and remediation costs. It was also revealed that the 2019 breach was due to human error.
To best combat the efforts of cyber criminals, it is recommended that MedStar Health Inc. place greater emphasis on cyber awareness training for employees/professionals, implementing multiple factor authentications and a strong password and identity management system to reinforce its IT infrastructure against future hacks. Failure to effectuate these measures pose significant risk to MedStar Health Inc., its affiliates and patients that extend beyond ransom payments, fines, imprisonment, lawsuits and costs incurred for subsequent identity theft protection services. The damage caused by data security breaches may prove fatal for patients, the company’s most valued asset, compromising public perception and the company’s mission to provide the highest quality of medical care and build long-term relationships with the patients they serve.)
Actual Technical Report
MedStar Medical Vs. Cybercrime
In the health sector, experts "see persistent cyber-attacks as the single greatest threat to the protection of healthcare data" (Moffith & Steffen, 2017). To the world at large, this is not the most absurd news or revelation. Healthcare data embodies some of the most marketable information, and for the black market this is Eldorado – the fictional tale of the city of gold. Healthcare organizations are tasked with fighting the uphill battle of providing quality medical care to their number one stakeholder – patients – while also ensuring that their valuable information is kept safe and secure. Despite their efforts, healthcare organizations sometimes fail in ...
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
4. the groundwork for a whole school approach to guidance, which
was implemented in the 1990s with the
recommendation of the Education Commission report No.4
(Hong Kong Education Commission, 1990). This
approach emphasizes the involvement of all school personnel to
create a caring and inviting environment for
students to grow and realize their potentials for whole-person
development (Hong Kong Education Commission,
1990). The whole-school approach is further explained and
promoted through subsequent guidelines and
resources provided by the government (Hong Kong Education
Department, 1991, 1993, 1995, 1996, 2001). In
2002, the government has further extended the whole school
approach to encourage comprehensive student
guidance service as an integral part of education. This means
that schools have to integrate their various sub-
systems and all staff members need to work collaboratively at
schools and with parents and the community at
large to help students achieve all-round development and life-
long learning (Hong Kong Education Department,
2012). The government has stepped up resources to promote
comprehensive student guidance service in recent
years. This includes improving guidance personnel in primary
schools starting from 2006, and provision of an
additional top-up student guidance service grant to primary
schools from 2012 onwards (Hong Kong Education
Department, 2012).
Since all teachers are involved in student guidance and
counselling at school to varying degrees, there is a
definite and important need for guidance and counselling
training for all teachers. Some guidance teachers have
indeed demanded such training for all teachers. They even
thought this was “the basic requirement of a teacher”
5. (Yuen, 2002, p.175). However, a search in the literature about
teachers’ training needs in guidance and
counselling showed a scarcity of research in this topic. Most
studies focused on peripheral topics such as
qualifications and mode of training for guidance personnel
(McCarthy, 2001), or the training needs of career
guidance personnel (Patton & Burton, 1997; Patton, 2000).
Against this background, the present study seeks to investigate
the following questions:
Do teachers perceive a need for training in carrying out their
guidance and counselling responsibilities at
school?
If they do perceive such a need, what are their training needs
specifically?
Do they perceive any personal issues that might impede their
guidance and counselling role?
Do they perceive any personal strengths or resources that that
might facilitate their guidance and
counselling role?
2. Method and Findings
2.1 Background of the study
An innovative guidance and counselling component was
included in a compulsory core course in Professional
Issues for School Teachers in an undergraduate English
Language Studies and English Language Teaching
double honours degree programme offered by the School of
6. Education and Languages at the Open University of
Hong Kong. It aimed to give learners a brief introduction of the
theories and issues related to student guidance
38 Susanna Wai Ching Lai-Yeung / Procedia - Social and
Behavioral Sciences 113 ( 2014 ) 36 – 43
and counselling, particularly in the Hong Kong context. The
component has been introduced to four cohorts of
students. Students enrolled in this course were pre-service
student teachers in their final year of study.
2.2 Method
The present study was carried out in its latest presentation in
the 2012/13 academic year. Thirty-one students
participated in the study. All students were Chinese aged 21 –
25, with mean age being 22.8. In this sample,
64.5% of these students were females. These students completed
a personal reflection activity at the beginning of
the course. They were asked to indicate their views to three
questions which asked about their training needs,
impeding issues and facilitating personal strengths or resources
in relation to performing their guidance and
counselling role at school. Boyatzis’ (1998) and Graneheim and
Lundaman’s (2004) procedures were followed in
doing qualitative analysis of students’ responses. The author
and a second coder familiar with counselling
theories and research analysis independently read through the
data thoroughly. Then, each attempted to derive
categories and possible sub-categories for the data, followed by
discussion to decide on the categories and sub-
categories and response examples for data analysis. Both
observed the mutually agreed principles for coding and
7. no student response would be double coded. Then the author
and the second coder independently categorised
students’ responses and compared results. Afterwards, necessary
coding adjustments were made. These steps
were repeated till both agreed on the coding of the responses to
ensure inter-rater reliability.
2.3 Results
The analysis yielded 10 categories for training needs, 7
categories for impeding issues, and 6 categories for
personal strengths or resources which could facilitate their
guidance and counselling work.
2.3.1 Training needs
All participants considered that there was a need for training.
The number of training needs identified by each
participant ranged from 1 to 9, with the mean number of
training needs being 3.9. Twenty-seven students (87.1%)
mentioned 1 to 5 training needs.
In terms of their perceived needs for training, participants saw
the need for training in communication skills,
counselling skills, skills in handling cases, interpersonal skills,
knowledge related to guidance and counselling,
and ways to deal with their own issues as most important (See
Table 1). Here are some examples:
Communication skills:
“Communication skills with different students (different
students with different background.)”
(Subject number 4)
8. Counselling skills
“Strategies for responding to students so as not to discourage
them and stimulate students’ emotion.”
(Subject number 1)
Skills in handling cases
“To learn how to act professionally to deal with students’
problems.” (Subject number 9)
“How to deal with different kinds of problems, e.g. family,
personal problems.” (Subject number 20)
39 Susanna Wai Ching Lai-Yeung / Procedia - Social and
Behavioral Sciences 113 ( 2014 ) 36 – 43
Interpersonal skills
“How to develop good relationship with students.” (Subject
number 20)
“Interpersonal skills” (Subject numbers 10, 15, 18, 28)
Table 1. Training needs
Rank Area of training needs Total no. of
responses
1 Communication skills 23
9. 2 Counselling skills (e.g. questioning skills) 17
3 Case studies/ skills in handling cases 13
3 Interpersonal skills 13
4 Knowledge related to guidance and counseling (e.g. therapy
theories) 11
5 Ways to deal with own issues (e.g. time management,
emotional
intelligence, to be more objective)
9
6 Role of teacher 8
7 Knowledge about practical issues (e.g. school policy) 5
8 Collaboration skills (e.g. with stakeholders) 4
9 Others 5
2.3.2 Impeding issues
Twenty-nine participants (93.5%) cited 1 to 3 issues perceived
to impede their guidance and counseling work
at school. Among these issues, their personal qualities,
prejudgment or bias against students, lack of experience,
and workload and time pressures were the top concerns raised
(see Table 2). The following are some examples of
students’ responses in these categories:
Personal qualities
10. “My being quiet might lead to weaknesses in self expression.”
(Subject number 10)
Prejudgment or bias against students
“Prejudgment or bias of some students – students from wealthy
families may be spoiled.” (Subject number 14)
Lack of experience
“Not experienced in providing guidance and couselling; not sure
my suggestions are really good for the
students.” (Subject number 20)
40 Susanna Wai Ching Lai-Yeung / Procedia - Social and
Behavioral Sciences 113 ( 2014 ) 36 – 43
Workload or time pressures
“Time is also a problem for me; too busy, not enough time to
use.” (Subject number 7)
“Heavy work load means no time to talk to students.” (Subject
number 8)
Table 2. Impeding issues
Rank Area of impeding issues Total no. of responses
1 Personal qualities 20
2 Prejudgment or bias against students 11
11. 3 Lack of experience 8
4 Workload or time pressures 7
5 Lack of knowledge 5
6 School policies 3
7 Others 4
2.3.3 Facilitating personal strengths or resources
In terms of personal strengths or resources which students
perceived that could facilitate their guidance and
counseling, twenty-eight students (90.3%) could name 1 to 3
categories of such factors. Among these facilitating
categories, work at school, students’ personal qualities, social
networks, their skills or abilities and working
experience were most frequently mentioned (see Table 3).
Some examples of their responses are listed below:
Personal qualities
“I’m patient and I’m a listener. I respect others’ privacy.”
(Subject number 5)
“I’m myself an optimistic person and I hope I can guide my
counselees to think more positively when I talk to
them.” (Subject number 11)
Social networks
12. “I have a broad social network, which makes it easier for me to
get different resources of information from my
friends.” (Subject number 14)
Skills or abilities
“Skills: good communication skills enable me to talk to students
easily and make them understand.” (Subject
number 13)
Working experience
“I have a part-time job since I was 17. I’ve met many different
people, and have learnt from their stories.”
(Subject number 20)
41 Susanna Wai Ching Lai-Yeung / Procedia - Social and
Behavioral Sciences 113 ( 2014 ) 36 – 43
Table 3. Facilitating personal strengths or resources
Rank Area of strengths or resources Total no. of responses
1 Personal qualities 19
2 Social networks 14
3 Skills or abilities 12
4 Working experience 8
5 Knowledge 5
5 Others 5
13. 3. Discussion and conclusion
3.1 Implications for training
Respondents were found to unanimously indicate a clear need
for training. Their perceived training needs
included not only knowledge and skills related to guidance and
counseling, but also life skills. They demanded
training in communication skills, interpersonal skills and ways
to deal with their own issues. This information is
important because if training programmes are to be a satisfying
experience, the training contents should match
trainees’ needs. Day (2002) argued that teacher development
programmes which do not match teachers’ needs
were unlikely to arouse their motivation. In Law’s (2000) in-
depth interviews with teachers about their views
towards guidance training, five out of eight interviewees gave
negative comments about the training courses
offered by the government. They criticized the training as being
too general, imparting only fundamental
guidance knowledge and could not arouse their interest.
Besides training needs, results from the present study also
found several areas and issues which participants
considered could impede their guidance and counseling work.
These should be taken into consideration in
designing training programmes so that the effects of such
barriers could be minimized. For example, training
programmes can include experiential, reflective exercises and
in-class discussions for trainees to examine and
work on issues of personal qualities and prejudgment which
they consider most hindering. These strategies have
14. found some support in the literature. One such example can be
seen in Heppner and O’Brien’s (1994) work. In
evaluating a multicultural counseling course, they found that an
increased awareness and interpersonal exchanges
in class were most helpful in facilitating change.
One should also note that respondents in the present study also
identified several perceived personal strengths
and resources. These should be taken into consideration when
designing training programmes so as to motivate
and engage participants in the training process.
3.2 Limitations
The present study has limitations. First, it is a small sample of
pre-service undergraduates in a teacher
education programme. Results obtained may not be generalized
to other populations, such as in-service teachers
or teachers in postgraduate teacher education programmes. As
Fok, Chan, Sin, Ng and Yeung (2005) have
suggested, teachers at different stages of professional
development, or with different competencies might have
42 Susanna Wai Ching Lai-Yeung / Procedia - Social and
Behavioral Sciences 113 ( 2014 ) 36 – 43
different training needs. Second, the study was qualitative in
nature. Though every caution was used to ensure the
reliability and accuracy in coding the data, the author
recognizes the interpretive nature of all qualitative analyses.
15. 3.3 Conclusion and recommendations
The present study has yielded useful information to enrich the
literature on the guidance and counseling
training needs for teachers. It sheds light on topics and issues to
consider for designing teacher training or
education programmes. Training approaches which are
experiential, reflective and interactive are recommended
to match teachers’ training needs and enhance trainees’
motivation and interest in training. More research using
larger samples of teachers with different backgrounds to study
teacher training needs in guidance and counseling
are also recommended. Future research can also investigate
training needs in terms of their different roles and
experience in guidance and counselling service, and their level
of competencies. Another line of research is to
examine the effectiveness of various training programmes and
their relationship with participants’ training needs.
Acknowledgements
The author thanks Ms Henrietta Yan Yu LAI for serving as a
second coder in qualitative analysis. Her gifts in
reading the fine details in the data and her constructive
comments are much appreciated.
References
Boyatzis, R. E. (1998). Transforming qualitative information:
Thematic analysis and code development. Thousand Oaks,
California: Sage.
Day, C. (2002). The challenge to be the best: Reckless curiosity
16. and mischievous motivation. Teachers and Teaching: Theory
and Practice, 8,
421 – 434.
Fok, S.C., Chan, K.W., Sin, K.F., Ng, A.H.S. & Yeung, A.S.
(2005). In-service teacher training needs in Hong Kong. Paper
presented at the
Annual Conference of the Australian Association for Research
in Education, Sydney, Australia.
Graneheim, U. H., & Lundman, B. (2004). Qualitative content
analysis in nursing research: concepts, procedures and measures
to achieve
trustworthiness. Nurse Education Today, 24, 105 – 112.
Gysbers, N.C., & Henderson, P. (1994). Developing and
managing your school guidance program. Alexandria, V. A.:
American Counselling
Association.
Heppner, M. J., & O’Brien, K.M. (1994). Multicultural
counselor training: Students’ perceptions of helpful and
hindering events. Counselor
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Hong Kong Education Commission (1990). Education
commission report no. 4. Hong Kong: Hong Kong Government
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teachers. Hong Kong:
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Hong Kong Education Department (1991). Guidance - A
resource book containing handy and easy-to-follow guidance
17. materials and
worksheets on basic guidance skills. Hong Kong: Hong Kong
Education Department.
Hong Kong Education Department (1993). Guidelines on whole
school approach to guidance (for secondary schools), part 1.
Hong Kong:
Hong Kong Education Department.
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Behavioral Sciences 113 ( 2014 ) 36 – 43
Hong Kong Education Department (1995). Guidelines on whole
school approach to guidance (for secondary schools), part 2.
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Hong Kong Education Department Services Division.
Hong Kong Education Department (1996). A video tape on How
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Hong Kong
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Hong Kong Education Department (2001). Guidance work in
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Hong Kong Education Department (2012). Student guidance
service: Implementation of Comprehensive Student Guidance
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Law, L.M.T.(2000). Guidance training needs and support.
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Patton,W., & Burton, T. (1997). Training needs of career
guidance personnel in Australia and Hong Kong: A comparative
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International Journal for the Advancement of Counselling, 19,
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Patton, W. (2000). Perceptions of training needs of career
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RAY: International Journal of Multidisciplinary Studies, E-
ISSN: 2456-3064
Volume I, No. 2, October, 2016, pp. 36-48.
The Role of Guidance and Counselling in Effective Teaching
and
19. Learning in Schools
Ebizie Elizabeth Nkechi
Assistant Research Fellow,
Institute of Education,
University of Nigeria,
Nigeria.
[email protected]
Enajedu Esther Ewomaoghene
Lecturer II & Head,
Department of Guidance and Counselling,
School of General Studies,
Delta State School of Marine Technology,
Nigeria.
Nkechi Egenti
Principal Executive Officer,
Department of Physiology,
University of Nigeria, Enugu Campus,
Nigeria.
20. [email protected]
Structured Abstract:
Purpose: Guidance and counselling plays an role of in schools
for the child
future success of the child. The study recognises the fact that
counselling is a
transformative process of helping people to learn all that are to
be learnt both
in and outside the School.
Design / Methodology / Approach: The study adopted the use of
review
research techniques because is an opinion paper.
Findings: The paper acknowledge the fact that it is necessary
for counsellors
to build confidence of the child to trust him / her to be able to
give him/her the
rightful information needed in helping the child (students).
Practical implications: The guidance counsellors should
encourage students
to under the therapy session to be able to help the child in their
future success
Originality / Value: This paper deals with the role of guidance
and
21. counselling in effective teaching and learning in schools for the
child future
success.
Keywords: Guidance & Counselling, Teaching & Learning,
Schools, Child.
Paper Type: Theoretical Research Paper.
The Role of Guidance and Counselling in Effective Teaching
and Learning in Schools
RAY: International Journal of Multidisciplinary Studies 37
Introduction
Guidance and counselling is an important educational tool in
shaping the orientation in a
child from negative ideas that is planted in the child by his/her
peers. Hence the need school
for the counsellor to assist the child in moulding their future
through counselling therapy. The
school counsellor is seen as a role model and highly respected
by students. The counsellors
by their training are expected to be friends with the school
22. child, listen to the child’s
complains, short comings and proffer guidance to the child in a
quest of moulding the child in
the right part to take in their life pursuit.
Egbo (2013) stated that “the total development of a child can
only take place in an
environment conducive for teaching and learning”. It is in
realization of the above that all
educational services which can promote teaching and learning in
schools are given prominent
attention by educational planners. Counselling services are
among the school educational
services. It is believed that guidance and counselling services in
school shall develop, assess
and improve educational programmes; enhance teaching and
improve the competence of the
teacher and reduce cost for the children.
The school children are undergoing some of the most difficult
periods of life. The transition
from childhood to adulthood is a difficult one, even for the most
balanced child. Apart from
the influence of the family, the other major influence on the
young person’s life is the school
23. and the school environment. The most that other influences can
attempt to do is to help each
young person to cope with the changes and wrought associate
with adolescence, to develop a
sense of responsibility, to make definite and considerable
personal decisions. In short,
families and schools have a duty to assist young people in their
self-growth towards
becoming a self-fulfilled and well adjusted adult.
Counselling and guidance can provide a good basis for a
broader education for life. While
being non-medical and non-psychiatric, it can be used as
therapy for individuals with specific
personal problems, or it can be the foundation of a more general
“life skills training
programme” for the student who, though not suffering from any
particular problem, should
be assisted in building up his/her personal resources in order to
cope effectively with their
future lives (Stokes, 1986). Hence, the Role of Guidance and
Counselling in Effective
Teaching and Learning in Schools for the Child Future Success.
24. The Role of Guidance and Counselling in Effective Teaching
and Learning in Schools
RAY: International Journal of Multidisciplinary Studies 38
Review of Related Literature
In guidance and counselling, these two words generally take on
different meanings. The
former refers to helping students’ whole-person development,
while the latter is frequently
targeted at helping students with problems. In other words,
guidance work is preventive and
developmental in nature whereas counselling is more of
supportive, remedial work (Lai-
Yeung, 2014). The global trend seems to have moved from a
casework and remedial
approach to a preventive, developmental approach in providing
guidance and counselling
(Gysbers & Henderson, 1994; Yuen, 2002; Lai-Yeung, 2014).
Hence guidance and
counselling is a very necessary therapy to school children.
Guidance in schools is that area of the schools provision that is
specifically directed towards
25. helping pupils realise their full potential in preparing for a dult
and working life,
(O’Concubhair, 1981). Akinade (2012) defines guidance and
counselling as a process of
helping an individual become fully aware of his/her self and the
ways in which he is
responding to the influences of his/her environment. It further
assists him to establish some
personal meaning for this behaviour and to develop and classify
a set of goals and values for
future behaviour.
According to Oviogbodu (2015) counselling can be defined as a
number of procedures in
assisting an individual to solve his problems. Counselling is
more involved emotionally in the
affective realm personalized learning, that is, emotions and
feelings, values, attitudes.
Counselling is an interaction or relationship between two or few
individuals, the client
counsellor relationship of trust (Geshinde 1991; Adebowale,
2012; cited in Oviogbodu,
2015).
Counselling is a learning process in which a counsellor helps an
26. individual or individuals
learn, understand themselves and their environment and be in a
position to choose the right
type of behaviours that will help them develop, grow, progress,
ascend, mature and step up,
educationally, vocationally and socio personally, (Egbo, 2013).
In other words, counselling is
a transformative process of helping people to learn all that are
to be learnt both in and outside
the School.
Counselling is a person-to-person process in which one person
is helped by another to
develop, increase in understanding and ability to solve his or
her problems. Sometimes it
The Role of Guidance and Counselling in Effective Teaching
and Learning in Schools
RAY: International Journal of Multidisciplinary Studies 39
could involve a group of two or more persons. Consequent on
the discussion it is important to
highlight the benefits of Guidance and Counselling to students
in the school programme.
27. Objective of the study
• To study the benefits of the school counseling program for
students
• To study the school guidance counsellors areas of work
• To study the aims of guidance and Counseling in schools
• To study the role of guidance and counselling in schools
• To study the effective teaching and learning: guidance and
counselling perspective
Research Question
1. What are the benefits of the school counseling program for
students?
2. What are the school guidance counsellors’ areas of work?
3. What are the aims of guidance and counseling in schools?
4. What are the role of guidance and counselling in schools?
5. What are effective teaching and learning, guidance and
counselling perspective?
Methodology
The study is mainly analytical in nature. The secondary
information has been collected from
various publications, reports, Periodicals, books, journals and
newspaper etc. Internet source
28. and websites were also consulted for the purpose of the study.
Discussion
What Are the Benefits of the School Counseling Program for
Students?
The following are benefit of counselling to students in schools
1. Prepare students for the challenges of the 21
st
century through academic, career, and
personal / social development.
2. Relates educational program to future success.
3. Facilitates career exploration and development.
4. Develops decision-making and problem solving skills.
5. Assists in acquiring knowledge of self and others.
6. Enhances personal development.
7. Assists in developing effective interpersonal relationship
skills.
The Role of Guidance and Counselling in Effective Teaching
and Learning in Schools
RAY: International Journal of Multidisciplinary Studies 40
29. 8. Broadens knowledge of our changing world.
9. Provides advocacy for students.
10. Encourages facilitative, co-operative peer interactions.
11. Fosters resiliency factors for students.
12. Assures equitable access to educational opportunities.
What Are the School Guidance Counsellors’ Areas of Work?
In 1981 the Cork branch of the Institute of Guidance
Counsellors produced a job description
for school Guidance Counsellors listing their areas of work. The
School Guidance
Counsellor;
1. Counsels individual students and provides group education
and vocational guidance.
2. Assists individual students with personal problems; social,
emotional etc.
3. Assists with personal development.
4. Advises on study techniques.
5. Advises on job applications and interviews.
6. May engage in psychological testing and other testing.
30. 7. May refer students to other agencies.
8. May co-ordinate a school system of pastoral care.
9. Is responsible for the compilation and availability of
occupational information.
10. Enjoys freedom and flexibility in the organisation of
counselling activities according
to the needs of the school.
Further to this the report designated four major work areas for
the School Counsellor ;
Individual Counselling; Group Guidance; Occupational
Information; Psychological Testing,
(I.G.C. Journal, Spring 1981).
What Are the Aims of Guidance and Counselling in Schools?
The aims of guidance and counseling service in schools is to
assist the student in
fulfilling his / her basic physiological needs, understanding
themselves and developing
associations with peers, balancing between permissiveness and
controls in the school setting,
realizing successful achievement, and providing opportunities to
gain independence (Heyden,
2011). The purpose of guidance and counselling therefore
provides emphasis and strength to
31. educational programs. Some specific aims of the school
guidance and counselling program
includes the following (Gibson, 2009 cited in Lunenburg, 2010):
The Role of Guidance and Counselling in Effective Teaching
and Learning in Schools
RAY: International Journal of Multidisciplinary Studies 41
a. To Provide for the Realization of Student Potentialities: To
all students, the school
offers a wide choice of courses and co-curricular activities. A
significant function of
education is to help students identify and develop their
potentialities. The counsellor’s
role is to assist students to distribute their energies into the
many learning
opportunities available to them. Every student needs help in
planning his major course
of study and pattern of co-curricular activities.
b. To Help Children with Developing Problems: Even those
students who have
chosen an appropriate educational program for themselves may
32. have problems that
require help. A teacher may need to spend from one fifth to one-
third of his time with
a few pupils who require a great deal of help, which depr ives
the rest of the class from
the teacher's full attention to their needs. The counsellor, by
helping these youngsters
to resolve their difficulties, frees the classroom teacher to use
his time more
efficiently.
c. To Contribute to the Development of the School's
Curriculum: Counsellors, in
working with individual students, know their personal problems
and aspirations, their
talents and abilities, as well as the social pressures confronting
them. Counsellors,
therefore, can provide data that serve as a basis for curriculum
development, and they
can help curriculum developers shape courses of study that
more accurately reflect the
needs of students. Too often, counsellors are not included in
curriculum development
efforts.
33. d. To Provide Teachers with Technical Assistance: Pre-service
teacher training
institutions typically provide very limited experience with the
more technical aspects
of guidance work. Thus, a need exists in most schools for
assistance with guidance
and counselling functions essential to the educational program.
Specifically, the
guidance counsellor is qualified to assist teachers with
selecting, administering, and
interpreting tests; selecting and using cumulative, anecdotal,
and other types of
records; providing help and suggestions relative to counselling
techniques, which
teachers can use in counselling their students; and providing
leadership in developing
and conducting professional development of teachers in
guidance functions.
e. To Contribute to the Mutual Adjustment of Students and the
School: Guidance
has a responsibility for developing and maintaining a
cooperative relationship
between students and the school. Teachers and counsellors must
be cognizant of
34. The Role of Guidance and Counselling in Effective Teaching
and Learning in Schools
RAY: International Journal of Multidisciplinary Studies 42
students’ needs. Students also must make adjustments to the
school. They have a
responsibility to contribute something to the school. A major
contribution of students
is that of making appropriate use of the school's resources and
working toward
accomplishments. Such mutual adjustment of students and
school is facilitated by
providing suggestions for program improvements, conducting
research for
educational improvements, contributing to students' adjustment
through counselling,
and fostering wholesome school-home attitudes.
What Are the Role of Guidance and Counselling in Schools?
The roles of guidance and counselling programme is to bring
about the maximum
development and self-realization of human potential for the
benefit of the individual and
35. society. Makinde (1984) observes that the school counsellor is
concerned with facilitating the
optimum development of students. This is supported by Bennars
(1994); Mutie and
Ndambuki (2000) and Ndirangu (2007) who argue that the
programme is supposed to
develop the learner’s intellectual abilities, develop a balanced
personality and to have a
complete person intellectually, spiritually, morally and socially.
Guidance and counselling
programme is therefore aimed at assisting students to harmonize
their abilities, interests and
values, thereby enabling them to develop their potential fully.
Self-knowledge helps one to
formulate life goals and plans which are realistic.
In schools, there is need for students to make proper subject and
career choices after the four
year course in the Universities, Six education programs in both
Primary and Secondary as it
relates to Nigeria education system. Borrow (1983) observes
that it is the role of guidance
and counselling programme to provide the students with the
necessary information about the
36. courses availability and the qualifications required for each
course. Such information will
assist students develop realistic self-concept according to their
academic capabilities.
Most secondary school students are in the adolescent stage.
According to Robert and
Elizabeth (1983), during this time, adolescent experience
alienation which is a syndrome
comprising of distrust, anxiety, pessimism, egocentrism,
meaninglessness, normlessness and
powerlessness. They observe that guidance and counselling is
therefore needed during this
adolescence stage to assist them understand their developmental
stage and adjust to school
life. Guidance and counselling programme also help students
choose and pursue achievable
careers. According to Borrow (1983) the world is highly
complex and dynamic which makes
career choice very difficult. He reckons that time change,
people change, technology
The Role of Guidance and Counselling in Effective Teaching
and Learning in Schools
37. RAY: International Journal of Multidisciplinary Studies 43
progresses and these challenges everyone to change to new
ways of living and working. The
students need guidance and counselling programs to inform
them about various jobs and
openings available, the qualification required plus the
responsibilities involved and the nature
of the work so that they can decide and have clear occupational
goals.
The programme also plays the role of intercepting and assisting
disadvantaged students and
also checks on school drop-out. Makinde (1984) observes that
one of the roles for school
counsellor is to help students who are experiencing difficulties.
Students from disadvantaged
families of the society have many problems and needs which,
are to be dealt with in guidance
and counselling programme. Lindsay (1983) argues that such
students may experience
difficulty in adjustment with peers, teachers and the
environment thus guidance programme
helps such students to adjust and utilize the guidance facilities
available fully. Majority of the
38. disadvantaged students later acquire low qualifications for the
world of work. This poor
achievement may even marginalize them more if guidance
programme does not intervene;
some may even drop out of school, thus the guidance
programme is well suited for assisting
the students (Ndirangu, 2007).
What are Effective Teaching and Learning, Guidance and
Counselling Perspective?
Teaching is a common phenomenon in school; it is aimed at
bringing about a positive change
in the life of an individual. In the context of guidance and
counselling the counsellor listens
to the child’s problem, extra the issue before him/her and tries
as much as possible to help the
child’s in overcoming the problem through proper advise and
continues engagement/follow
up to see if the child is applying the therapy.
Teacher effectiveness in use of instructional resources is
considered important to enable them
master the requisite knowledge of the subject matter content and
enhance their teaching
capabilities (Orodho, 2013, 2014). To retain efficient and
experienced workforce in an
39. organization such as a school set up is very crucial to the
standard organization. Hammon
(2006) found that teachers subject matter knowledge, teaching
capability among others are
leading factors in teaching effectiveness. Effective teacher s
understand and are able to apply
strategies to help students increase not only the academic
achievement of students but also
help learners cope with other life skills (Goodstein, Nolan, &
Pfeiffer, 2006).
According to Abolade (2000) cited in Egbo, (2013) teaching is
describes as a set of activities
that are designed to bring about changes in the behaviour of
learners. Popham (2010) sees
The Role of Guidance and Counselling in Effective Teaching
and Learning in Schools
RAY: International Journal of Multidisciplinary Studies 44
teaching as explaining, demonstrating, guiding and counselling
by the teacher in order to
effect a change in the learner. Okoye (2010) stated that the main
aim of teaching is to help
40. someone acquire or change some skills, attitude, knowledge,
idea or appreciation. In other
words, it is to bring about some desirable changes in the
learners, she also noted that teaching
is said to be effective only when the learners have been able to
achieve the set behavioural
objectives. Nnabuike, (2012) believes that a teacher is also a
learner because there is no end
to learning.
Okoye (2010), views learning as the mental activity by which
knowledge and skills, habits
and attitudes, virtues and ideas are acquired, retained and
utilized resulting in the progressive
adoption and modification of conduct and behaviour. Oketch
(2012) sees learning as the
acquisition of new behaviour or a change in behaviour whether
positive or negative change. It
also includes acquisition of knowledge, information, skills and
cultures. He therefore noted
that learning definitely will lead to change in one’s thought,
patterns and feeling. Learning
also involves cognitive process especially mental reasoning.
Thus teaching and learning go
41. together; it is like buying and selling. If nobody learns it
follows that nobody teaches.
Nnabuike (2012) noted that the work of the teacher is to help
students to learn through
deliberate and conscious manipulation of information,
knowledge, skill, values, attitudes and
habits of the learners in order to bring about learning, leading to
desirable changes in
character. Based on the above, no effective teaching could be
said to have taken place if
learning has not occurred.
The teacher in a classroom condition act as a counsellor in the
form of Teaching Advisory
Programme (TAP); in the light of this situation the teacher
counsel the students in the right
direction to take using life instance and experience to act of a
guide since the students already
see him/her as a role model.
Effective teachers have a thorough knowledge of their subject
content and skill. Through this,
they inspire in their students a love of learning. They also
understand how students’ best learn
concepts, content and skills. Effective teachers use their
knowledge of learning processes to
42. determine which will be most effective to help the particular
students in their classes to learn
successfully.
Effective teachers provide a safe and orderly environment, both
physically and emotionally,
so students can achieve their potential. They know students
learn best if they are in a class
room where they feel safe and confident to attempt new tasks
even if at first they are unsure
The Role of Guidance and Counselling in Effective Teaching
and Learning in Schools
RAY: International Journal of Multidisciplinary Studies 45
about how to tackle them. Effective teachers are in the habit of
constantly reflecting on how
well they are getting through to their students and searching for
better ways of teaching those
who are not responding as well as extending those who are
achieving well.
The implication for guidance and counselling is that the teacher
observes the students during
43. and after the class. The teacher also evaluate the students to
know their knowledge of
assimilation and if there is need for counselling, the teacher
may which to invite the
counsellor to the class for general class discussion of refer a
particular students that is
deficient to the counsellor for guidance section.
Conclusion
Inclusion guidance and counselling is tinted toward preventing
the child from indulging in
negative vices and helping the child to choose the right parts in
life to be successful in the
pursuit of future ambition. It is necessary that the counsellor
build the confidence of the child
to trust him/her to be able to give him/her the rightful
information needed in helping its client
(students). This is so, because, client that trust counsellors
normally open up with vital
information to their counsellors which may enable the client to
introduce any other person
with counselling need to the counsellor.
Counselling also help students in career choice to vying to their
appropriate area that they are
44. good at instead of following their peers in choosing a wrong
career part. The education of a
child needs constant mentoring hence guidance is inimical to
their growth and development
in a complex society that we are today.
Recommendations
The study recommended that:
1. School children should constantly visit the guidance
counsellor for therapy if they are
any issue that is of burden to them.
2. The guidance counsellor should see the school child as his /
her child, friend, and
someone that needs helps as in a medical doctor patient
relationship.
3. Schools should have evaluated the school counsellor from the
feedback of the
students that they counsel from time to time with the objective
of encouraging them to
do better job of guiding the students.
The Role of Guidance and Counselling in Effective Teaching
and Learning in Schools
45. RAY: International Journal of Multidisciplinary Studies 46
4. The guidance counsellor should be made to attend his/her
professional conferences to
learn new ideas of therapies with clients.
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54. Elementary School Counselors and Teachers: Collaborators for
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Elementary School
55. Counselors and
Teachers:
Collaborators for
Higher Student
Achievement
Christopher A. Sink
Seattle Pacific University
Abstract
In this article I contend that elementary school
teachers need to work more closely with school
counselors to enhance student learning and ac-
ademic performance and to narrow the achieve-
ment gap among student groups. Research
showing the influence that counselors can exert
on the educational process is summarized. Us-
ing the American School Counselor Associa-
tion’s organization framework for structuring
counseling and guidance programs, I also illus-
trate where the educative roles of teachers and
school counselors overlap and give examples of
how they can form more effective educational
partnerships. Finally, I provide school-based ex-
amples of this team approach.
In recent years, with the passage of the high-
stakes No Child Left Behind (NCLB, 2001)
legislation, academic testing has clearly been
on the minds of K–12 educators, including
elementary school counselors (Blacher,
Murray-Ward, & Uellendahl, 2005; Thorn
& Mulvenon, 2002). Because schooling is a
community endeavor, it seems unfair that
the onus has fallen largely on teachers to
57. their academic goals. The school counseling
accountability movement is also rooted in
ASCA’s (2004b) role statement. For example,
elementary school counselors are assumed to
“use data to show the impact of the school
counseling program on school improvement
and student achievement” (italics added).
Moreover, school counselors’ ethical stan-
dards insist that these professionals ap-
praise the effectiveness of their programs,
activities, and services in terms of fostering
“students’ academic, career and personal/
social development through accountability
measures especially examining efforts to
close achievement, opportunity and attain-
ment gaps” (ASCA, 2004a; see sect. A.9;
Evaluation, Assessment and Interpreta-
tion). In short, ethically minded school
counselors have moved off the educational
sidelines and now play a more pivotal role
in helping teachers promote student aca-
demic success (Dahir & Stone, 2003; Gys-
bers, 2003; Sink, 2005; Webb & Brigman,
2006).
In this article I explore the ways elemen-
tary school counselors and teachers can
work together more effectively to promote
student achievement. To accomplish this, I
review the salient research literature that
supports the elementary school counselor’s
role in fostering educational outcomes, sum-
marize the key areas for these partnerships
within the educational framework of com-
prehensive school counseling programs
(CSCPs), and practically illustrate how school
58. counselor-teacher academic teams can best
function within elementary school settings.
School Counselors Contribute to
Educational Outcomes
Because it is beyond the scope of this article
to review all the research documenting the
valuable contributions elementary school
counselors make to the teacher-learning
process, I summarize here only the most
important research conclusions. First, there
is now sufficient evidence to suggest that
school counselors are helping other educa-
tors (i.e., teachers, administrators, etc.) pro-
mote academic-educational outcomes on
four levels: school, classroom, small group,
and one-to-one. To underscore this conclu-
sion, an American Psychological Associa-
tion (2002) policy briefing statement on the
importance of elementary and secondary
school counseling programs argued that
“over 20 years of research demonstrates
that school counseling and mental health
services can significantly improve student
achievement and school attendance, and
reduce disruptive behavior.” More re-
cently, the American Counseling Associa-
tion’s (2007) policy statement based on de-
cades of research on the effectiveness of
school counseling–related educational in-
terventions further documented this asser-
tion. Below, I elaborate on this research
base by providing evidence that elemen-
tary school counselors promote healthy
learning environments as well as aug-
ment the educational-academic progress
59. of schoolchildren.
Although the research base is not de-
finitive, it reveals that school counselors
enhance school and classroom learning
environments by partnering with other
educators to create culturally sensitive,
positive, warm, and caring milieus—
places where children (and their caregiv-
ers) want to invest themselves academi-
cally (see Hernández & Seem [2004] and
Sink & Spencer [2005] for reviews). For
instance, early on, Gerler (1985) demon-
strated the value of elementary school
counselors and their role in facilitating a
positive classroom environment and one
446 THE ELEMENTARY SCHOOL JOURNAL
MAY 2008
that is more academically focused. Subse-
quently, an in-depth ethnographic school
counseling study showed that an elemen-
tary school counselor in collaboration
with other building educators was able to
improve the overall school climate and
move the school toward a healthier learn-
ing environment (Littrell & Peterson,
2001). Similarly, a school improvement
evaluation study conducted in an ethni-
cally diverse, inner-city Atlanta elemen-
tary school (Reed & Holton, 2002–2003)
indicated that the school counselor’s ac-
60. tivities were promoting a positive learn-
ing climate.
Again, more research needs to be con-
ducted, but initial findings across a variety of
elementary school counseling studies suggest
that counselors are also positively influenc-
ing student academic outcomes. For instance,
a large-scale study conducted across Wash-
ington state’s elementary schools showed
that early elementary-age students enrolled
for several years in the same school with
well-established comprehensive school coun-
seling programs (CSCPs) produced higher
achievement test scores than students en-
rolled for the same length of time in non-
CSCP elementary schools (Sink & Stroh,
2003; see below and Gysbers & Henderson,
2005, for extensive discussion of CSCPs and
this body of research).
Smaller-scale investigations conducted
in elementary schools using educational
and counseling-related activities and inter-
ventions (e.g., consultation, one-to-one and
small-group counseling, and classroom
guidance lessons aimed at improving study
skills, behavior, attitudes toward school,
homework completion, and academic self-
efficacy) showed that student academic/
educational performances (e.g., reading,
grades, test scores) could be, in part, im-
proved (see Borders & Drury, 1992; Gys-
bers, 2004; Lapan, 2005; McGannon, Carey,
& Dimmitt, 2005; Webb, Brigman, & Camp-
bell, 2005; Whiston, 2003; Whiston & Sex-
61. ton, 1998, for reviews). A series of quasi-
experimental studies, for example, by
Brigman and colleagues (Brigman & Camp-
bell, 2003; Brigman & Webb, 2003; Camp-
bell & Brigman, 2005; Webb et al., 2005)
conducted with elementary and middle
school students indicated that counselor-
led academically focused small groups can
improve academic achievement and social
competence. Presumably the Student Suc-
cess Skills curriculum developed and used
in these small groups is an effective tool for
assisting elementary school students in
gaining the necessary academic skills to
achieve on school-based measures (Webb
et al., 2005; Webb & Brigman, 2006). Fi-
nally, school counselors in general are hav-
ing a constructive influence on school
behaviors associated with improved aca-
demic achievement, including, for exam-
ple, decreased test anxiety (Cheek, Bradley,
Reynolds, & Coy, 2002) and enhanced so-
cial skills (Boutwell & Myrick, 1992; Omizo,
Hershberger, & Omizo, 1988).
In summary, elementary school coun-
selors make a significant difference in stu-
dents’ academic lives. In addition, research
underscores the need for closer counselor-
teacher partnerships to more effectively ac-
complish common educational goals. Areas
of mutual concern for teachers and coun-
selors that affect student learning and
achievement are addressed in the following
section.
62. A Framework for Effective
Counselor-Teacher Collaboration
Academic success involves not only helpful
and supportive collaborative relationships
among key school constituency groups (i.e.,
children, caregivers, and school personnel;
Amatea, Daniels, Bringman, & Vandiver,
2004; Overton, 2004) but also addressing
important educationally related dimen-
sions that are specific to each group (see
Fig. 1 for a visual overview). The educa-
tional psychology literature indicates that
for children to be academically successful
in schools, counselors and teachers must be
allied to help students (a) kindle their mo-
ACHIEVEMENT 447
tivation to achieve, (b) reach their academic
potential, (c) maximize their academic self-
efficacy, and (d) develop and maintain sup-
portive peer relationships (John-Steiner &
Mahn, 2003; Pintrich, 2003; Schunk & Zim-
merman, 2003; Stroh & Sink, 2002). Care-
givers must be actively engaged in their
children’s education at the school, in the
classroom, and at home. Especially within
the last 2 decades or so, research has also
strongly suggested that school personnel
need to provide students (and their care-
FIG. 1.—Key dimensions for elementary teacher–school
63. counselor collaboration to promote academic
achievement. These key dimensions are situated within the
context of the Developmental Systems Theory
(Lerner et al., 2005) and the American School Counselor
Association’s (2005) National Model for Comprehensive
School Counseling Programs.
448 THE ELEMENTARY SCHOOL JOURNAL
MAY 2008
givers) a caring and inviting community
that encourages learning, quality instruc-
tion, effective student support services
(e.g., counseling, special education), as well
as friendly caregiver–school personnel re-
lationships (Baker, Terry, Bridger, & Win-
sor, 1997; Noddings, 1988).
Given that school counselors are inti-
mately involved in the educational process,
ASCA (2005) has recently produced an or-
ganizational framework, the National
Model for Comprehensive School Counsel-
ing Programs, to guide their professional
practices (see also Gysbers & Henderson,
2005). Because these comprehensive pro-
grams infuse notions underlying holistic
views of human development (see Lerner,
2002, for a review), including developmen-
tal contextualism (Lerner, 2004), dynamic
systems approach (Thelen & Smith, 1994),
and Bronfrenner’s (Bronfenbrenner, 2005;
Bronfenbrenner & Morris, 1998) bioecologi-
64. cal model, other building educators such as
teachers and administrators who are key
contributors to schoolchildren’s “educa-
tional subsystem” are encouraged to work
with elementary school counselors to help
children achieve educational competencies,
assist caregivers in navigating the school-
ing process, and facilitate the develop-
ment of caring communities of learning
(Sink, 2000). Figure 1 illustrates how ele-
mentary school counselor-teacher part-
nerships need to be situated within the
context of comprehensive school counsel-
ing programs. ASCA’s website (www.
schoolcounselor.org) has a useful sum-
mary of how the national school
counseling model functions in schools
and school districts.
Because of the model’s (ASCA, 2005)
widespread publicity and distribution, many
elementary school counselors, and perhaps
some teachers, should now be familiar with
it. The model emphasizes accountability
(results-based), systems thinking, and sup-
port to all students. Comprehensive-program
school counselors assist the educational sys-
tem to function more collaboratively and to
realize student competences in several devel-
opmental domains (academic, career, and
personal-social). Perhaps most important for
teachers, elementary school counselors are to
actively support student achievement.
The national model provides a research-
65. based structure to facilitate these elemen-
tary school counselor-teacher partnerships.
It has four interconnected elements: (a)
foundation (e.g., the program’s underlying
beliefs, philosophy, and mission; and stu-
dent competencies); (b) delivery system
(e.g., the activities, interactions, and meth-
ods to deliver the program); (c) manage-
ment systems (e.g., the organizational pro-
cesses, procedures, and tools to make
certain the program is well organized, con-
gruent with the actual learning milieu,
clearly outlined, and responsive to the
school’s needs); and (d) accountability (e.g.,
the processes and procedures to evaluate
the program’s effectiveness across multiple
areas). Embedded in a comprehensive ap-
proach to elementary school counseling are
these school counselor qualities: profession-
alism, leadership, advocacy, and collabora-
tion. According to the framers of the national
model, these characteristics help facilitate
systemic change in elementary schools (e.g.,
revising attendance or discipline policies).
On a practical level, the national model
ultimately guides most collaborative work
between counselors and teachers as they
assist schoolchildren and their caregivers. It
should be used, for instance, to develop
relevant student competencies, to create
useful classroom guidance curriculum and
evaluation tools, as well as to help students
transition into middle/junior high school.
In short, the model helps support and di-
rect the vital relationship between elemen-
66. tary school counselors and teachers.
Having outlined the educational areas
for school counselor-teacher collaborations
and the organizational structure to direct
their efforts, I now discuss an assortment of
practical ways elementary school counsel-
ors support classroom teachers in fostering
academic achievement.
ACHIEVEMENT 449
Counselor-Teacher Educational
Partnerships in Action
Research has demonstrated the value of
closer teacher-counselor partnerships as the
two groups collaborate to foster children’s
educational development and achievement
(e.g., Amatea et al., 2004; Beesley, 2004;
Griggs, 1990; Margolis, McCabe, & Alber,
2004; Otwell & Mullis, 1997; Paisley & Hayes,
2003; Stringer, Reynolds, & Simpson, 2003).
For example, over 15 years ago, Griggs (1990)
addressed the helpfulness of school counsel-
or-teacher cooperation in promoting study
skills; subsequently, researchers have ex-
plored the use of consultation and coordina-
tion (e.g., Campbell, 1992; Cashwell, Cash-
well, & Skinner, 2001; Christensen, 1997;
Frye, 2005; Idol & Baran, 1992; Shure, Mo-
rocco, DiGisi, & Yenkin, 1999), small-group
counseling programs (e.g., Boutwell & Myr-
ick, 1992; Campbell & Bowman, 1993; Webb
et al., 2005), and classroom guidance lessons
67. (e.g., Campbell, 1991; Lee, 1993; Sears, 2005)
to promote children’s academic developmen-
tal (Dahir & Stone, 2003). Other innovative
school counseling specialists, for instance,
have recommended counselor-teacher part-
nerships that focus on improving student lit-
eracy through literature circles (Stringer et al.,
2003), using film to support gifted students’
learning (Hebert & Sergent, 2005), and in-
creasing homework completion rates with
less competent learners (Margolis et al.,
2004). Finally, Beesley’s (2004) investigation
provides evidence that elementary teachers
view their elementary school counselors as
effective and helpful to them. Specifically, el-
ementary school teachers reported signifi-
cantly greater satisfaction with school coun-
seling services than their counterparts in
middle/junior high and high schools (F �
4.90, p � .003). The top four service areas
rated by teachers as school counselor
strengths that can contribute to higher stu-
dent academic performance were (1) class-
room guidance (80%), (2) individual/group
counseling (53%), (3) consultation (50%), and
(4) coordination of special education services
(45%). Taken together, these publications in-
dicate that the teacher-counselor educational
partnerships I propose in this article are
workable.
Borrowing from the positive youth de-
velopment perspective that is associated
with developmental systems theory (Ler-
ner, Almerigi, Theokoas, & Lerner, 2005), in
68. Table 1 I attempt to systematize these
areas for educational collaboration into
four overlapping levels. At the broadest
level—whole-school collaboration— elemen-
tary school counselors and teachers work to-
gether on educationally related activities that
are aimed at preventing children from falling
into the “at risk for school failure” category.
These include, for instance, implementing
ASCA’s (2005) national model, conducting
student assemblies, faculty in-service train-
ing, parent/caregiver presentations, as well
as co-coordinating peer and adult academic
tutoring and grade-level transition activi-
ties. Within the classroom, counselors and
teachers would co-lead educationally fo-
cused lessons (see below for an example),
as well as consult and co-coordinate pre-
vention activities and interventions focused
on improving the learning environment
and meeting student academic competen-
cies. The next collaboration level involves
elementary school counselors and teachers
helping children in small groups with ed-
ucational tasks that range from prevention
to remediation of academic deficiencies. If
work at the previous levels does not foster
academic success, counselors and teachers
then partner to identify and assist children
who are at risk for school failure and re-
quire substantial one-to-one counseling
and/or educational remediation.
Sample Counselor and Teacher
Collaboration Activities to Foster
Academic Outcomes
69. Although the popular and scientific litera-
ture considered above is profitable to re-
view, and Table 1 and Figure 1 provide
450 THE ELEMENTARY SCHOOL JOURNAL
MAY 2008
useful depictions of the intersecting areas
for educational partnerships, the following
two examples illustrate how teacher-
counselor collaborations can function in el-
ementary schools.
Helping to Resolve Students’
Homework Troubles
It is no surprise to elementary school
teachers that children with learning diffi-
culties find completion and timely submis-
TABLE 1. Sample Teacher–School Counselor Collaboration
Activities to Foster Academic Outcomes
Level (and Focus) Description
Sample Cooperative
Activities/Interventions/Services
School (prevention of
academic problems)
School counselors and teachers work
together to create a school climate
70. that reflects a caring community
of learners. Partnership that
promotes student learning,
particularly for those children at
risk of academic difficulties.
• Implementation of ASCA’s
national model
• Assemblies related to learning
• Faculty in-service programs on
educational issues
• PTA presentations
• Field trips
• Service learning
• Coordination of peer tutoring and
adult volunteer tutoring
• Consultation and referral
• Multidisciplinary team meetings
• After-school academic support
groups
• Program to ease K to first grade
and elementary to middle school
transitions
Classroom (prevention
and intervention)
School counselors and teachers
collaborate to foster a classroom
climate that supports caring,
learning, and student mastery of
71. academic developmental
competencies.
• Co-teaching of classroom (whole
group) guidance lessons on topics
like study skills, test-taking,
cognitive strategies
• Closing-the-gap interventions
from, e.g., the ASCA national
model
• Consultation and coordination on
improving learning
Small groups (prevention,
intervention, and
remediation)
School counselors and teachers work
together to identify and intervene
with individual students,
especially those who need
educational assistance within a
small-group setting.
• School counselor-teacher
collaboration on small-group goal
setting, especially as goals relate
to educational outcomes
• School counselor conducts small
groups on education-related
topics and teacher reinforces
learning in the classroom
72. Individual (remediation) School counselors and teachers work
together to identify and remediate
individual students’ academic
challenges, especially those who
need individual assistance.
• School counselor-teacher
collaboration on goal setting
within individual counseling,
especially as goals relate to
educational outcomes
• School counselor conducts one-to-
one sessions with students on
education-related topics and
teacher reinforces learning in the
classroom
• School counselor and teacher
collaborate to find an appropriate
peer tutor for students at risk
• Interpreting results of
achievement testing
ACHIEVEMENT 451
sion of their out-of-class assignments chal-
lenging (e.g., Bryan, Burstein, & Bryan,
2001). But some teachers may not know
that elementary school counselors are
trained to help ameliorate this problem. Al-
though the evidence linking homework
completion and higher achievement at the
73. elementary level remains equivocal (Coo-
per, 2006; Trautwein & Köller, 2003), Mar-
golis et al. (2004) provided a useful blue-
print for teachers and school counselors to
follow in which the counseling profession-
als team with instructors, serving as educa-
tional consultants and co-teachers. Initially,
counselors confer with teachers on possible
assessment strategies to use with students
needing more focused interventions and re-
mediation. Counselors are well trained to
help diagnose children’s learning and
homework needs and challenges, looking,
for example, at how students approach
their assignments, how often they make
mistakes, how they cope with seemingly
intractable learning problems, how they
use learning strategies, how they react to
positive and negative consequences, and
how they self-evaluate their school prob-
lems. Moreover, counselors can assist
teachers in assessing school-classroom en-
vironmental obstacles to students’ educa-
tional progress (Overton, 2004). For exam-
ple, elementary school counselors can help
teachers appraise students’ learning envi-
ronments as they may relate to their emo-
tional health as well as their academic self-
concept and self-efficacy. If the classroom
climate fails to promote affective and aca-
demic well-being, homework completion
may become a low priority for children.
Finally, counselors play a vital role in as-
sisting teachers to make better use of as-
sessment data, both large scale (e.g., stan-
dardized testing) and classroom-level (e.g.,
74. functional behavior analysis), to identify
instructional weaknesses and individual
student learning problems (Brown, Galassi,
& Akos, 2004; Sugai, Lewis-Palmer, &
Hagan-Burke, 2000).
Further steps are often taken as well.
Elementary school counselors partner with
teachers to enlist additional parent/care-
giver support and involvement. Next, these
professionals assist teachers with planning
and implementing homework interven-
tions (e.g., in the classroom school counsel-
ors, with guidance from teachers, work 10
minutes three times a week with a small
group of struggling learners on acquiring
relevant study strategies, particularly re-
garding homework completion). Finally, if
short-term classroom interventions do not
produce the desired results, counselors can
assist teachers in developing and institut-
ing more intensive educational support
(e.g., ongoing behavior adjustment plans,
cross-age peer coaching programs, one-
to-one tutoring/counseling). If need be,
school counselors can also aid in creating
relevant evaluation tools and making refer-
rals to internal or external learning special-
ists. Naturally, readers will want to review
the Margolis et al. (2004) publication for
additional ideas.
Co-Teaching a Math-Interpersonal
Skills Lesson
To briefly show how elementary school
75. counselors and teachers can forge closer
links to promote academic achievement in
the classroom, I summarize here a sample
mathematics/guidance lesson (a blended
and dual-purpose lesson) that would be co-
facilitated to upper elementary-age chil-
dren. Similar to the elementary math cur-
riculum discussed in Everyday Math (Bell,
2001), the lesson plan I overview in the
appendix integrates the mathematical
properties of number categories (e.g.,
whole, rational, and real numbers and in-
tegers) and number lines with important
psychosocial concepts. The plan includes
sample performance-based outcomes, dif-
ferentiated classroom responsibilities, ma-
terials needed, sample procedures and pro-
cesses, and evaluation methods.
Teacher-counselor preparation and close
collaboration are obviously necessary. As
452 THE ELEMENTARY SCHOOL JOURNAL
MAY 2008
such, logistics are vital to discuss early on.
Counselors should contact teachers at the
start of the school year. Discussion needs to
focus on when these types of blended les-
sons would best fit into the instructor’s cur-
ricular scope and sequence. Then, they are
added to the teachers’ and counselors’ mas-
76. ter planning schedules. At least 1 week
prior to the co-teaching experience, coun-
selors and teachers should meet to finalize
the lesson plan and coordinate the teaching
activities and procedures.
During the class period, the teacher
works with students on mathematical con-
cepts, and the counselor helps children think
through the interpersonal-psychosocial is-
sues embedded and experienced in the les-
son. The counselor explores with students
these sample issues: (a) the importance of
cooperation and negotiation to accomplish a
common task; (b) the power of labeling
(“You’re a zero,” “You’re way out there”); (c)
the use of “I” statements; (d) how to appro-
priately express feelings within a group set-
ting; and (e) who are the class’s natural lead-
ers and who are the followers and why
(ASCA, 2005; Wittmer, Thompson, & Loesch,
1997). Both educators share responsibilities
for preparation, using a variety of relevant
methods of teaching, classroom manage-
ment, and student evaluation.
To illustrate how this might look during
the actual lesson, consider this example.
When the children are sitting on the num-
ber line after they have positioned them-
selves “correctly” based on earlier instruc-
tions (see lesson plan in the Appendix), the
counselor discusses with the children their
experiences of finding their place on the
number line as well as how they cooper-
ated with each other and negotiated their
77. position. (The teacher is helping to main-
tain classroom decorum.) The counselor
might ask such open-ended questions as (a)
What ways did you use to find your spot
on the line? (The counselor and teacher
may provide some hints based on their ob-
servations.) (b) What was hard about find-
ing your place on the number line? (c) How
did you help each other? (Again, the
teacher and counselor may provide some
cues.) (d) Did you notice that some of you
took charge and helped others, while some
of you followed others’ directions? Raise
your hand if you helped others get where
they needed to be on the number line. How
does it feel to help others? (e) Did any of
you have numbers you did not like? Why?
Who liked their number? Why? (The
teacher and counselor, for example, discuss
with the children how sometimes labels
like being called a “zero” or being associ-
ated with something negative can hurt oth-
ers’ feelings.) (f) Now, think about when
you started school this year with your new
classroom teacher. How did you feel walk-
ing into a brand new room with a new
teacher? (Here, the teacher first models
how to appropriately share personal feel-
ings using “I” statements as she speaks
about starting school with a new group of
schoolchildren. The school counselor will
assist with classroom management.) (g)
How might we help new children who en-
ter our classroom or school to feel more
accepted and cared for? Throughout this
78. discussion, the counselor and teacher re-
mind the children to use “I” statements.
Subsequently, the teacher and counselor
cluster children who are in close proximity
into small groups, giving students a brief
assignment to apply what they learned to a
relevant classroom scenario (e.g., a new
boy from another country comes to class).
While maintaining classroom discipline,
the teacher and school counselor rotate to
each group, helping them develop a couple
of ideas that they can share with the class.
Of course, these blended lessons can be
developed across a variety of other subjects
such as art, physical education, language
arts, and science. The key is that counselors
and teachers work together, infusing aca-
demic objectives with more counseling-
related outcomes. It is incumbent on school
counselors to work with teachers to make
the time academically useful and not sim-
ply a “dog and pony show,” where their
ACHIEVEMENT 453
classroom guidance lessons are divorced
from serious academic goals.
Conclusion and Summary
For the near future at least, the public’s call
for measurable achievement gains will not
disappear like a passing fad. School coun-
selors and classroom teachers are keenly
79. aware of this fact and have been doing their
best to respond adequately to this high-
stakes challenge. Though there is substantial
value in promoting richer academic collabo-
ration among building educators (and with
parents), regrettably, some schools have yet
to see productive teacher-counselor partner-
ships as described in this article. Evidence
suggests that school counselors and other ed-
ucators who operate out of a comprehensive
program will find they can be more effective
in promoting general learning skills and rais-
ing test scores (Sink & Stroh, 2003). Some
interdepartmental conflict is bound to occur,
requiring constructive problem solving and
patience. From my experience, the mainstays
of flourishing partnerships are good commu-
nication, openness to alternatives/personal
flexibility, and professional respect.
Research reviewed in this article pro-
vides some evidence that effective collabo-
rative relationships focused on supporting
children’s learning are associated with pos-
itive academic outcomes. Other important
members of the school community should
benefit as well. Caregivers/parents will ap-
preciate seeing teachers and school coun-
selors working closely together to support
their children’s academic success. Counsel-
ing and teaching professionals who shoul-
der the heavy academic load together
should find the task far less burdensome.
In summary, in this article I address the
importance of academic collaboration be-
80. tween elementary school teachers and
school counselors. They share the responsi-
bility for educating children, and, to do so
effectively, they must form mutually sup-
portive partnerships that enhance learning
and academic outcomes at the whole-
school level, in classrooms, in small student
groups, and with individual children. For-
tunately, the literature is replete with ex-
amples of how to accomplish this end.
Appendix
Summary of Mathematics/Guidance
Lesson Plan
Title: Understanding Number Categories and
Number-Line Properties
Developmental domains: Academic (mathemat-
ics) and psychosocial (interpersonal)
Grade level: Upper-elementary grades
Time required: �45 minutes
Sample performance-based objectives/compe-
tencies:
Mathematics:
• Demonstrate knowledge of number
categories (e.g., integers, counting,
whole, rational numbers, and real
numbers)
• Demonstrate understanding of num-
ber line
Psychosocial:
81. • Show how to make an “I” statement
• Show cooperation and negotiation
• Share the experience—what it feels
like to be labeled
• Vocalize empathetic statements
• Classroom responsibilities
Teacher (T) general roles:
• Conducts overview of whole, inte-
gers, and real numbers as they relate
to the properties of a number line
• Assists with class management
• Assists with organizing and manag-
ing cooperative learning groups
• Collects and helps evaluate home-
work assignment the following day
School counselor (SC) general roles:
• Leads discussion of psychosocial as-
pects of lesson
• Assists with class management
• Assists with organizing and manag-
ing cooperative learning groups
• Helps evaluate homework assignment
the following day
454 THE ELEMENTARY SCHOOL JOURNAL
82. MAY 2008
Materials needed:
• Masking tape
• Overhead projector, white board, or
chalkboard
• Transparencies, dry-eraser markers,
or chalk
• 40 3" by 5" cards with a zero card and
various negative and positive num-
bers on them (e.g., negative end of
number line � �20, and positive
end � 20; multiple cards in between
with positive and negative whole and
decimal numbers, and include several
cards with same number on them)
• Number categories and number-line
homework sheet (available upon re-
quest) as evaluation measure. The
sheet could also ask about psychoso-
cial concepts explored.
Sample procedures and processes:
Prior to day’s lesson:
T & SC: Create a homework sheet that asks
children to practice concepts explored in class
T: Makes number cards (3 � 5)
T: Writes on transparency these words: whole,
83. counting, real numbers, integers, and number
line
SC: Makes a single line across the entire class-
room (corner to corner) with masking tape,
moving the desks as needed
Lesson:
T: Introduces SC and the topic of numbers and
number lines; using the transparency asks chil-
dren what they remember about types of num-
bers and properties of number lines and writes
down their ideas on transparency (10 min.)
SC: Passes one number card to each student,
telling them to keep their number “secret” (1
min.)
T: Asks children to (a) arrange themselves, using
their secret number cards, quietly (nonverbal
negotiation and cooperation), without talking
and using only hand signals, on the masking
tape number line (T & SC monitor nonverbally
and assist children as needed) (allow 3–5 min.);
(b) to sit once they have settled onto their spot
on the line; (c) talk about how they ended up
where they are, and T processes the characteris-
tics of a number line; (d) raise their hands if they
are, e.g., whole, rational, or real numbers, inte-
gers, and T clarifies misunderstandings, etc. (10
min.)
SC: Processes with children (a) how they nego-
tiated and worked together to get on the number
line and value of doing this; (b) who took lead-
ership vs. follower roles and why; (c) the under-
lying “meanings” people in the real world use to
categorize others (e.g., what it means to be a
“zero,” a negative vs. a positive person, how it
feels to be close to a zero vs. being on the ends
84. of the number line, less than a person [.5]); (d)
the labels/categories (�/�) they use with their
peers, how it might feel to be one of those labels,
and why it’s important not categorize others
(10 –15 min.)
T: As a check for understanding, breaks children
into small groups along the number line and
asks each group to come up with an example of
each type of number, writing each with its label
on one of the number cards and children’s
names on it. SC collects them for evaluation (5
min.)
SC: Reads a relevant short story (e.g., about la-
beling or leadership, and summarizes key no-
tions) out of, perhaps Chicken Soup for the Kid’s
Soul 2 (Canfield, Hansen, Hansen, & Dunlap,
2006) (5 min.)
T: Distributes homework sheet
Evaluation:
Students will be evaluated by performance (a) in
class activities and (b) on homework assignment
(available upon request)
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