The purpose of this study was to examine the perceptions of British Columbia elementary school counsellors, in terms of the following primary research questions: (a) What counsellor competencies were included as part of each elementary counsellor's specialized educational or graduate program, (b) how effective was the educational content and experience in these competency areas, (c) how important is the educational content and experience in these competency areas with respect to their current role as elementary school counsellors, (d) what counsellor competencies are perceived as strengths and weaknesses of elementary counsellor education programs, and (e) what areas should be included in elementary graduate training programs to make them more effective? A list of B.C. elementary school counsellors was developed and 219 elementary school counsellors (67%) completed and returned the questionnaire. Respondents indicated that preparation related to the context of the elementary school was of primary importance to them. Theories were highly emphasized and well taught by counsellor education programs, but were viewed as less important than specific counselling skills and interventions. Implications of this study are discussed with respect to (a) contributing to existing literature in elementary counsellor role description, (b) assisting practicing elementary counsellors by outlining their challenges, recommendations and concerns, and (c) contributing to the development and relevance of elementary counsellor education programs.

<p> This study sought to better understand the phenomenon of Math anxiety as experienced by female elementary school teachers, teaching grades 2-5. Using qualitative research methods to collect and analyze data, ten participants were recruited for open-ended interviews designed to collect data in the form of verbatim statements. The analysis of this data resulted in qualitative descriptions of the lived experience of Math anxiety by focusing on <i> what</i> Math anxiety is and <i>how</i> it precipitates. In addition, a description of the meaning and essence of Math anxiety was constructed. Results of this study include teachers' descriptions of factors they associate with Math anxiety including frequently changing Mathematics curriculums, student and parental issues, mandatory statewide online Mathematical assessments, teacher evaluations that require statewide student Mathematical assessment scores and parental input, and budgetary decisions adversely affecting students and faculty. Participants described time restrictions, painful past memories, feelings of Mathematical inadequacy, and Mathematics/gender issues. In addition, participants described how Math anxiety may decrease with humor, greater Mathematical experience, and/or by understanding Mathematics on deeper levels due to the newly adopted Common Core Mathematical Standards. Up until the completion of this dissertation, the researcher has not been able to locate any studies describing the lived experience of Math anxiety in female elementary school teachers. Through the voices of the teachers themselves, it is hoped that this novel approach may increase the understanding of Math anxiety for educators, parents, students, administrators, and researchers.</p>

Thesis (M. Ed.(Educational psychology))-University of Pretoria, 2006. / Includes bibliographical references (leaves 88-96) Available on the Internet via the World Wide Web.

Thesis (Ed.D.)--Duquesne University, 2007. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 81-90) and index.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (M.Ed.)--Memorial University of Newfoundland, 1997. / Bibliography: leaves 78-81.

Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Bibliography: leaves 67-69.

"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on May 6, 2010). Leon Spencer, major professor; Sharon Brooks, Barbara Mallory, committee members. Electronic version approved: December 2009. Includes bibliographical references (p.199-215).

Die doelstellings van onderwys in die primereskool maak o.a. voorsiening vir al die behoeftes van leerlinge. Om die doel te bereik is dit nood saaklik dat alle moontlike middele en dienste benut word. Skoolvoorligting maak 'n noodsaaklike deel uit van die spektrum van voorsiening. Skoolvoorligting is nie iets nuut wat van buite op die skool afgedruk word nie, maar vorm 'n integrale deel van gesonde onderwyspraktyk. Die gevaar bestaan dat skoolvoorligting sy invloed kan verloor ten koste van 'n meer a kademiesgerigte leerplan. In die lig hiervan is dit nodig om te bepaal wat die aard en doel van skoolvoorligting in die primereskool is (Introduction, p. 8)

The purpose of this study was to examine the perceptions of British Columbia elementary school counsellors, in terms of the following primary research questions: (a) What counsellor competencies were included as part of each elementary counsellor's specialized educational or graduate program, (b) how effective was the educational content and experience in these competency areas, (c) how important is the educational content and experience in these competency areas with respect to their current role as elementary school counsellors, (d) what counsellor competencies are perceived as strengths and weaknesses of elementary counsellor education programs, and (e) what areas should be included in elementary graduate training programs to make them more effective? A list of B.C. elementary school counsellors was developed and 219 elementary school counsellors (67%) completed and returned the questionnaire. Respondents indicated that preparation related to the context of the elementary school was of primary importance to them. Theories were highly emphasized and well taught by counsellor education programs, but were viewed as less important than specific counselling skills and interventions. Implications of this study are discussed with respect to (a) contributing to existing literature in elementary counsellor role description, (b) assisting practicing elementary counsellors by outlining their challenges, recommendations and concerns, and (c) contributing to the development and relevance of elementary counsellor education programs. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate