This article, which appeared in the January '72 edition of The School Counselor, talks about what counselors have done, doing, and what the author, a school counselor, thinks they should be doing. He discusses some factors operating to narrow the counselor's role: the student stereotype of counselors as "schedule-changers," the administrative view of counseling as a clerical function, the "psychiatric myth" which casts any person in a helping profession in the role of dream analyst and explorer of the dark unconscious. The writer sees counseling as the major pupil personnel service available on the school campus. Counseling should be concerned with helping the student replace maladaptive behaviors with adaptive ones. He feels the action-counselor must base his/her approach on learning principles. The author explores behavior-modification as a counseling technique in relation to student socio-economic and cultural levels, its empirical relation to learning principles, and compatibility with the educational setting. The writer further details the responsibility of the administrator in facilitating counseling success. "An Applied Systems Approach to Career Exploration" – The author here describes in detail a systems approach to a traditional counseling service: that of providing career guidance and information to the high school student. The writer, a practicing counselor, outlines some of the "pre-system" problems which must be overcome in instituting any guidance system which has the aura of social technology. The career-exploration service is integrated into four phases of personal exploration undergone by the student with the aid of the counseling department. The writer outlines how the system helps the student in: Phase 1: selection of a post-graduate goal. Phase 2: self-evaluation. Phase 3: study of career goal requirements. Phase 4: the projected high school program. The author discusses the benefits of the systems approach in terms of increased counselor effectiveness, possibly because of the altered counselor role; the involvement of the academic departments in the counseling function; and the possibility of providing more in-depth information to greater numbers of students. In addition, the writer's plan integrates the parent in the goal-setting and planning process. Many parents have felt isolated from the school environment in the post-Sputnik educational era. In the middle-sized suburban high school which serves as the case study, career planning is something the student, not the counselor, does. "Counseling Where It's At" The author-counselor underlines the necessity for a change in counselor "style"--both in personal presentation and availability. He then goes on to describe a variety of counseling programs whose keynote is authenticity. He describes the creation of "critical incidental” rap groups where real cops and real students are able to dialogue about student friction in the community; and members of the two generations can talk to one another across the "gap" with the aid of the counseling staff. The writer also describes a change in the structure of the counseling department's use of personnel. An intake process has been established which permits the counselee almost immediate contact with a counselor. This differential use of counselors is an attempt to meet each counselee's specific needs and expectancies of counseling by having an intake counselor screen the student's entering concern and then helping the counselee match his need with the appropriate counselor or intervention approach. "Counselor Power" In this article the writer details the establishment of a program using lay counselors--the high school students themselves--to provide information and referral services on campus. The writer describes the training given these students in detail and outlines some of the specific services, such as student-to-student help and information, the club can provide to the school and the community. In addition to some of the obvious benefits of such a service, the author also observes the "training-as- a-treatment mode" effect on members of the student club. Conclusion In conclusion, the writer, a counselor, sees authenticity, humanizing uses of social technology, and full use of the total school population in the counseling role as keynotes for the counseling profession in this decade.

The study school in Bibb County, Georgia had a passing rate of approximately 60% on 9th grade literature and composition End of Course Tests (EOCT). An instructional paradigm was needed to help provide quality instruction and facilitate students' efforts to meet the mandate for performance. Research supports differentiated instruction (DI), instructional technology (IT), Gardner's multiple intelligences, and Vygotsky's theory of constructivism as the foundation for quality instruction. This ex post facto study used a cluster sample to explore 2 questions. One research questions explored the effect of DI enhanced with IT on students' learning in 9th grade literature and composition class. The other examined the differences in EOCT scores between students receiving 9th grade literature and composition instruction through a traditional approach and those receiving instruction through DI enhanced with IT. One hundred and five 1st time 9th graders in a literature and composition class were divided into 2 groups. One received traditional instruction, and the other received differentiated instruction with technology. Pretests and EOCTs were analyzed using a t test to determine the difference between the 2 instructional practices. Both groups achieved statistically significant growth between the pretest and posttest; however, the treatment group scored a statistically significant 7.4-points higher on the posttest when compared to the controlled group's posttest. It is recommended that stakeholders read this study, revise budgets, and seek out grants to create classrooms addressing the needs of 21st century learners. Significant growth is obtained from instructional practices that include differentiated instruction enhanced with technology, and teachers must be trained in instructional practices that incorporate DI and IT in order to promote positive social change in the educational system.

During the school year 1944-45, the Division of Census and. Attendance of the Kentucky State Department of Education attempted to find the answer to two very important and timely questions concerning school enrollment and attendance in the state. These two questions were first, 'Why do children fail to enroll in school?" and second, 'Why do children fail to attend regularly after they do enroll?" Survey forms were prepared and sent to all of the 257 school districts in the state, calling for the number of census children by age, grade, sex and race not enrolled in school and why they failed to enroll. Reports on the non-enrollment study were not received from five counties and twelve independent districts. Each district was invited to participate in the cause of absence study. Notwithstanding the fact that participation in the cause of absence study was placed upon a voluntary basis, fifty-three counties and thirty-six independent districts participated in the survey.

This was a study of three variables and their effect on two groups of students who dropped out of school during the tenth grade. One group had attended three full years of junior high school in Owensboro while the other group had attended three full years of middle school in Owensboro. The study also reviewed the programs and emphases of the junior high school and the middle school. The students were compared on mean cumulative grade point average, mean percentage of absenteeism, and incidence of dropout during the tenth grade. Statistical analysis of the respective sets of data showed that there was no significant differences between the two school types relative to the three areas studied.

It is the purpose of this study to present the results of an investigation of these entrance tests, which were given under the auspices of the Registrar's Office and the Education Department to freshmen who entered school at Western Kentucky State College in September 1948. The problem set up is of a three-fold nature, namely: To determine the value, if any, of the entrance examinations as predictive agents for college success. To study the weaknesses exhibited by students on the arithmetic achievement test. To suggest remedial measures for the weaknesses revealed by the arithmetic test.

No description available.

The purpose of this study is to determine the predictive value of the psychological examination when applied to college grades, with the motive of establishing standards by which students may be guided in their selection of college work.

The problems of this thesis are three-fold: To familiarize administrators and citizens with the problems and needs of accreditation to the extent that these problems become axiomatic, To determine who does the accreditation and how comprehensively is it done, To revise the present state form used for accreditation of Kentucky schools by comparison with other state-accrediting forms.

The problem presented in "A Plan of Supervision for Todd County Elementary Schools" deals primarily with an attempt: To present a plan of supervision. To ascertain a means of evaluating supervision.

The present problem is fivefold: To determine the status of Kentucky city school superintendents with reference to professional training, educational experience and tenure. To determine the facts regarding the financial support and compensation and economic status of Kentucky city school superintendents. To determine the social and professional status, as shown by the facts gathered, and the activities in which the superintendents engage. To determine the status of the city superintendents with reference to their powers and duties granted by the boards of education. To compare the status of the city superintendents of twelve years ago with that of the present time.