Thesis (MEd)--University of Stellenbosch 2002. / ENGLISH ABSTRACT: The transformation of education in South Africa has provided broader and better opportunities to school communities to make more purposeful and effective changes to the culture of learning. The primary focus of this research is to accentuate the importance of school policy and its role in the management structure of the school. The new South African Schools Act (1996) allows for greater parent involvement, responsibility, power and rights. Consequently the governing body has been allocated decision-making powers regarding school policy formulation. A literature study to discuss the broad concept of educational policy and related concepts such as education system, governance and school policy, was undertaken. There was a specific focus on three policy areas, namely admission policy, discipline policy and uniform policy as well as the formulation of policy in schools. Empirical research was done at six selected schools through unstructured interviews with the persons concerned to collect the data. Policy gives direction, serves as a point of departure and gives power to the organisation. Written policy documents were absent at most of the schools due to the fact of insufficient training in policy formulation. Recommendations from the literature study could be useful to schools in fulfilling their needs. Key words: School policy; School management; Governance; Admission policy; Discipline policy; Uniform policy. / AFRIKAANSE OPSOMMING: Die transformasie van die onderwysstelsel in Suid-Afrika bied groter en beter geleenthede vir skoolgemeenskappe om doelgerigte en effektiewe veranderinge aan die leerkultuur te maak. Die primêre doel van die navorsing is om die belangrikheid van skoolbeleid en die rol wat dit speel in die bestuurstrukture van die skool, te beklemtoon. Die nuwe Suid-Afrikaanse Skolewet (1996) het groter ouerbetrokkenheid, verantwoordelikheid, regte en magte verleen, met ander woorde die beheerliggaam het besluitnemingsbevoegdhede rakende die skool ten opsigte van beleidsformulering. 'n Literatuurstudie om die oorkoepelende begrip onderwysbeleid te bespreek en aanverwante begrippe soos, onderwysstelsel, beheer en skoolbeleid te verduidelik, is onderneem. Daar was spesifiek gelet op drie beleidsareas naamlik: toelatings, dissipline en uniformbeleid asook die formulering van 'n skoolbeleid. Die beIeidsareas is bespreek aan die hand van riglyne uit die Skolewet en die ontleding van data wat verkry is uit die ondersoek. 'n Empiriese ondersoek is by ses geselekteerde skole gedoen en die nodige data is deur ongestruktureerde onderhoudvoering met belanghebbendes bekom. Beleid gee rigting, dien as 'n vertrekpunt en gee mag aan 'n organisasie. Geskrewe beleidsdokumente het by meeste van die skole ontbreek en dit kan toegeskryf word aan 'n tekort aan opleiding in die formulering van skoolbeleid. Aanbevelings uit die literatuur kan deur die skole gebruik word indien dit die skool se behoefte bevredig. Sleutelwoorde: Skoolbeleid; Skoolbestuur; Beheer; Dissiplinebeleid; Toelatingsbeleid; Uniformbeleid.

<p>In my composition, I have choosen to examine the question: What value does the diagnoses have for the teacher when it comes to organizing the work with children troubled by apprehensive disabilities?</p><p>The method I used to examine my question was qualitative interview.</p><p>The teachers’ I have interviewed are either pre-schoolteachers or schoolteachers.</p><p>Most of the teachers speak highly of using methods like Komet or SET in the work with the pupils troubled by deficits in their ability to concentrate.</p><p>During my investigation, I have learned that the teachers think that methods like the above mentioned may help preventing some of the problems at school.</p><p>Former research as well as the interviewed teachers are saying that rules and structure are very important when you are teaching children troubled by deficits in their ability to concentrate.</p><p>The teachers are feeling just like me, a little bit insecure when it comes to the diagnoses and most of the time the diagnoses just confirm what the teacher already knows.</p><p>My intention with this study was to aquire a deeper understanding of what it means to have concentration disabilities and to broaden my knowledge of what the teacher can do to ease the years at school for these children.</p><p>Keywords: Concentration disabilities, teachers, diagnose, educational planning</p> / <p>Sammanfattning</p><p>Jag har i min uppsats valt att undersöka frågan: Vilket värde har diagnosen för den pedagogiska planeringen kring elever med koncentrationssvårigheter?</p><p>För att undersöka min fråga valde jag att som metod använda mig av kvalitativa intervjuer.</p><p>De pedagoger som medverkat i min undersökning undervisar elever i grundskolan( F-6).</p><p>De flesta av pedagogerna har anammat nya metoder som Komet och SET i sitt arbete med barn som har koncentrationssvårigheter.</p><p>I min undersökning kom jag fram till att de tror att de här metoderna kan vara till hjälp i ett förebyggande syfte.</p><p>Både pedagogerna och litteraturen säger att det är mycket viktigt med fasta regler, tydlighet och struktur i arbetet med de barn som har koncentrationssvårigheter.</p><p>Pedagogerna känner precis som jag själv en kluvenhet till diagnoser och många gånger bekräftar diagnos det som pedagogen redan vet.</p><p>Mitt syfte med undersökningen var att få en djupare förståelse för vad det kan innebära att ha koncentrationssvårigheter samt att få en inblick i vad pedagogen kan göra för att underlätta skolgången för elever med dessa svårigheter.</p><p>Nyckelord: Koncentrationssvårigheter, pedagoger, diagnos, pedagogisk planering</p>

The problem of this study was the development of a set of significant public school PPBS criteria based on the analysis of perceptions held by three groups of educators.

The problem with which the four-phase descriptive study was concerned is the extent of application of strategic planning by senior colleges and universities in Texas. The purpose was to analyze and describe the status of the planning based on the perceptions of the respondents and a specific set of characteristics validated by twenty experts.

Thesis (M.M. (Public Policy))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Public and Development Management, 2013. / The foremost argument of this research is that the quality of matric learner performance in mathematics and science is poor. The objective of the research is to investigate the factors leading to poor performance in mathematics and science at matric level in Gauteng, South Africa. The research seeks to validate whether or not decision-making, policy and planning contribute to poor learner performance. Five documents addressing mathematics and science education matters were analyzed. Six candidates were interviewed to determine the causes of poor performance in mathematics and science at matric level in Gauteng and how the quality of learner performance could be improved. The findings confirmed that the quality of passes in mathematics and science is indeed poor and showed that the National Policy on Promotion and Progression Requirements Grades R-12 in particular contributes to this poor quality of learner performance. They also confirmed that poor decision-making at strategic level and poor planning are also contributors towards poor learner performance. Scenario planning, as a strategizing foresight tool, was employed to create the Gauteng scenarios for mathematics and science education in 2022. A recommendation is made that the GDE should use these scenarios as learning tools when preparing for the future and to improve their planning and decision-making processes.

Thesis advisor: Andy Hargreaves / Research often overlooks students who are of Brazilian origin when considering educational equality and opportunity for different racial and ethnic groups. This qualitative study addresses this gap in the literature by examining the experiences and forces that influence the educational aspirations of Brazilian students and students of Brazilian origin living in the United States during their eighth grade year of middle school. It specifically considers students' educational aspirations including the influence of families, the school, and the community on students' ambitions. Semi-structured interviews were conducted with students, their parents, and educators (i.e., teachers, guidance counselors, a social worker, and a principal) from a middle school in the Northeast. Data showed that many students had developed postsecondary plans by the conclusion of their eighth grade year, including students' thoughts relating to college, careers, and work. Students' ambitions were significantly influenced by family members, especially parents, as well as by experiences with their families as immigrants in the United States. Legal status particularly affected students' intended pathways. Findings from this study suggest the following three areas of need for Brazilian middle school students: (a) educational planning during middle school, (b) emphasis on the role of family connectedness and engagement for Brazilian families, and (c) adaptation to circumstances related to immigration status. One way of comprehending the needs of Brazilian middle school students and students of Brazilian origin in relation to the development of their educational aspirations is through integrating the theories of family and social capital. Family capital emphasizes the role of families in shaping students' educational pathways; social capital highlights the need to develop ties beyond close networks as a means for accessing knowledge and resources that further students' educational opportunities. Therefore, it is hoped that further attention to the family and social capital of Brazilian families in research, policy, and practice will build upon students' ambitions and improve their educational opportunities. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Parte-se do princípio de que o Governo Brasileiro - diante das pesadas críticas à centralização do planejamento nas mãos de Técnicos Especialistas nas décadas de 1960/70 e, principalmente em função dos princípios da Administração Gerencial - tem procurado apoio do Banco Mundial para desenvolver programas que visam à instalação do Planejamento Estratégico nos órgãos dos mais diferentes níveis de Gestão Educacional. Frente ao fortalecimento da idéia e da prática do Planejamento na década de 1990, e sua ampliação para dentro das escolas, elegeu-se como objeto de estudo dois projetos desenvolvidos pelo Governo Brasileiro em convênio com o Banco Mundial: o Projeto de Ensino Básico para as Regiões Norte e Centro-Oeste - Monhangara (1984 - 1992) e o Programa Fundo de Desenvolvimento da Escola - Fundescola (1998 - 2010). Teve-se como objetivo identificar a trajetória percorrida pelo Banco Mundial na implantação da lógica de Planejamento nas Escolas Públicas Brasileiras, buscando verificar como se configura o Planejamento em ambos os Programas, analisar a concepção de Planejamento presente nos mesmos e como esta foi operacionalizada pelos atores locais e ainda, identificar as principais mudanças acarretadas nas Secretarias de Educação e na Escola pesquisada. O campo empírico de pesquisa foi o Estado de Mato Grosso do Sul e, neste, uma Escola da Rede Municipal de Ensino de Dourados. A análise foi baseada na metodologia de avaliação de impacto, a qual procura identificar os efeitos de determinado programa sobre a população alvo. Para tanto, utilizou-se de pesquisa bibliográfica, documental e empírica. A pesquisa apontou que no decorrer desses vinte e dois anos de Cooperação Internacional houve mudanças no que se refere ao lócus do Planejamento, que passa das Secretarias Estaduais de Educação para as Secretarias Municipais, estendendo-se até a escola, permanecendo, todavia, o foco gerencialista, técnico e altamente objetivo, que não permite a apreensão da diversidade presente no cenário da escola e dos Sistemas Educacionais. A concepção de Planejamento explicitada por esses programas é a de Planejamento Estratégico, que consiste na transferência da lógica privada para os serviços públicos, visando instaurar uma nova lógica de gestão, baseada na participação dos atores escolares como executores de uma política de resultados, cujas decisões referem-se a aspectos periféricos de âmbito local. Percebe-se que, apesar do rigor dos instrumentos de planejamento propostos pelos Programas, os atores locais possuem uma leitura própria que permite a inserção de objetivos e necessidades locais nos projetos elaborados, o que depende, contudo, da clareza que o grupo possua a respeito da proposta pedagógica de sua escola. Verifica-se que a centralização do Planejamento na Secretaria de Educação não permitiu sua institucionalização como política de Estado, contudo, sua transferência para a esteira da escola tem proporcionado algumas mudanças no que se refere ao Planejamento e Gestão da Escola e das Secretarias de Educação, no entanto, ainda não se revela como uma prática sistemática desses órgãos, constituindo-se em ações executadas a parte, para atender às necessidades dos Programas. / This study begins with the fact that, confronted by heavy criticism of the centralization of Planning in the hands of Technical Specialists in the 1960\'s and 1970\'s, especially in the area of Management, the Brazilian Government sought the support of the World Bank to develop programs that hoped to install Planning Strategies at different levels of Educational Administration. With the strengthening of this idea and the practice of Strategic Planning in the 1990\'s, and the growth of Planning within Schools, the objects of this study became two projects developed by the Brazilian Government in conjunction with the World Bank: the Project for Elementary Education for the Northern and Central-Western Regions (Monhangara, 1984-1992) and the Fund for the Development of Schools Project (Fundescola, 1998-2010). The objective was to identify the trajectory traced by the World Bank in the implementation of the logic of Planning in Brazilian Public Schools, hoping to verify how Planning was configured in both programs, to analyze the concept of Planning present in the programs and how this was put into practice by the personnel, and further, to identify the principal changes that occurred in the Secretaries of Education and in the researched School. The field chosen for the research was the State of Mato Grosso do Sul, and within this State, a Municipal Public School in Dourados. The analysis was based on the methodology of evaluation of impact, which attempts to identify the effects of a certain program on the target population. Therefore, the tools used were a bibliographic, documentary and empirical investigation. The results of the investigation pointed out that during the twenty-two years of International Cooperation, there were changes in the \"locus\" of Planning, that passed from the State Secretary of Education to the Municipal Secretary of Education, and extended to the School. There remains, however, an administrative, technical and highly objective focus, which does not permit a comprehension of the diversity present in the School scene and the System of Education. The concept of Planning suggested for these Programs is that of Strategic Planning that consists of a transfer of logic from the private sector to the public, hoping to instal a new logic of management based on the participation of the personnel of the Schools as executors of a policy of results, which decisions refer to aspects of little importance to the local setting. It was perceived that, in spite of the strictness of the planning instruments proposed by the program, the local personnel possessed their own reading of the rules, that permitted the insertion of objectives and local necessities into the projects prepared, which depended, nevertheless, on the clarity the group possessed of the pedagogical proposal of the school. It was further verified that the centralization of Planning in the Secretary of Education did not permit its adoption as a state policy, however, its transfer to the level of the School has brought about some changes in Planning and Management of the School and the Secretary of Education. However, this does not reveal itself as a systematic practice of these organs, but rather in actions done on the side to attend to the Program necessities.

O desenvolvimento desta pesquisa focalizou o processo de trabalho na formação profissional do enfermeiro, visualizada pelos professores do Curso de Graduação em Enfermagem de uma Universidade Pública Federal do Município de São Paulo. O estudo teve como objetivos: identificar no Projeto Pedagógico do Curso (PPC) de Graduação em Enfermagem da UNIFESP os processos de trabalho na formação do graduando de enfermagem; verificar quais processos de trabalho do enfermeiro são focados com maior ênfase na formação profissional na perspectiva dos professores e subsidiar na elaboração do Projeto Pedagógico do Curso por meio de propostas apresentadas pelos professores, sujeitos da pesquisa. Para isso, optou-se pela metodologia de pesquisa-ação por conceber uma ampla e explícita interação entre o pesquisador e as pessoas envolvidas na situação investigada, cujo objetivo foi resolver ou esclarecer os problemas da situação observada, o que pressupõe um aumento do conhecimento e do \"nível de consciência\" das pessoas ligadas à situação, bem como o aumento do conhecimento do próprio pesquisador. Na fase diagnóstica analisou-se o PPC, que explorou e identificou por meio dos objetivos gerais do Curso, das séries e das Disciplinas, os processos de trabalho do enfermeiro que foram estudados na fase de ação, cuja técnica de coleta de dados utilizou o Grupo Focal (GF), que contou com a participação de 15 professores em cinco encontros. O observador foi uma psicóloga organizacional de um hospital de ensino. Os resultados mostraram que os objetivos gerais do PPC contemplaram os processos de trabalho cuidar, administrar, educar e pesquisar. O processo de trabalho cuidar foi o mais enfatizado tanto nos objetivos gerais como nos objetivos das séries e o processo de trabalho administrar foi mais relevante nas duas últimas séries. O processo de trabalho educar e pesquisar não foram evidenciados. O GF apontou que a essência do processo de trabalho na formação do enfermeiro foi o cuidar, nas competências do aprender a conhecer e a fazer na dimensão técnico-científica. Os processos de trabalho administrar e educar e pesquisar não foram relevantes para os sujeitos e foram considerados meios para o processo de trabalho do enfermeiro cuidar. O pesquisar foi um pouco mais discutido no GF e evidenciou a necessidade do graduando consumir pesquisa durante a formação para desenvolver a crítica e a reflexão sobre a prática profissional. E ainda destacaram alguns nós no processo ensino-aprendizagem, que na maioria das vezes, consideraram que o trabalho dos professores e das Disciplinas pouco integrado e leva os graduandos a terem uma visão fragmentada do processo de trabalho, especialmente o cuidar, na formação do enfermeiro. Os sujeitos do GF propuseram criar espaços de discussões a respeito da formação do enfermeiro na vertente do processo de trabalho e as competências da aprendizagem para subsidiar a reconstrução do PPC mais integrada e assegurar a qualificação do ensino aos graduandos / This study focused on the relationship between undergraduate nursing education and nurses\' work processes, as viewed by the faculty of an undergraduate nursing program of a Federal public university of the district of São Paulo. The objectives of the study were: 1) to identify the nurses\' work processes listed in the undergraduate pedagogical educational planning (Projeto Pedagogico do Curso [PPC]) of the São Paulo Federal University (Universidade Federal de São Paulo - UNIFESP); and, 2) to determine which of the nurses\' work processes listed in the PPC were emphasized by faculty and subsidized the development of the PPC of the UNIFESP. To that end, action-research methodology guided the design and conduct of this study. This methodology was chosen because it allows explicit interactions between the researcher and the people involved in a specific situation. It is useful to clarify or solve identified issues, which in turn may lead to an increase in knowledge and awareness levels of those people involved in the situation as well lead to increase in knowledge among researchers. In the diagnosis phase, the PPC was analyzed by exploring its general objectives, objectives of each program level, and objectives of specific disciplines, to determine the presence of nurses\' work processes identified during the study\'s action phase. The action phase used a focus group approach to collect data from 15 faculty members during 5 meetings. An organizational psychologist from a teaching hospital moderated all focus group meetings. The results of the analysis of the diagnosis phase suggested that the general objectives listed in the PPC address nurse\'s work processes regarding nursing care, nursing management, nursing education, and nursing research. Nursing care was the most emphasized nurses\' work process on the general objectives and on the objectives of each program level and specific disciplines. Nursing management was most relevant on the objectives of the program levels in last two years of the undergraduate nursing program. There was no evidence that nursing education and research were relevant or emphasized on the objectives of each program levels or specific discipline of the undergraduate nursing program. The findings from the focus group discussions pointed out that nursing care was the most fundamental nurses\' work process that guides undergraduate nursing education. Regarding the technical and scientific domains, the emphasis is placed on the students\' competencies to learn, to gain knowledge, and to acquire skills to provide nursing care. The nurses\' work process regarding management, education, and research were not considered to relevant to undergraduate nursing education by faculty members. These processes are viewed as resources nurses use to provide nursing care. The nurses\' work process regarding research was further discussed during the focus groups; and, there was a consensus that there is a need of undergraduate nursing students to consume research findings to enhance their critical thinking regarding nursing practice. In addition, issues emerged related to the teaching-learning process; there is little integration among the various nursing disciplines, which lead students to perceive a fragmented undergraduate nursing education, especially concerning their preparation to provide nursing care. Faculty members, who were included as participants of the focus groups, expressed willingness to participate in discussion forums regarding nurses\' work processes and competencies to advance the development and implementation of PPC that guarantee a quality undergraduate nursing education

Parte-se do princípio de que o Governo Brasileiro - diante das pesadas críticas à centralização do planejamento nas mãos de Técnicos Especialistas nas décadas de 1960/70 e, principalmente em função dos princípios da Administração Gerencial - tem procurado apoio do Banco Mundial para desenvolver programas que visam à instalação do Planejamento Estratégico nos órgãos dos mais diferentes níveis de Gestão Educacional. Frente ao fortalecimento da idéia e da prática do Planejamento na década de 1990, e sua ampliação para dentro das escolas, elegeu-se como objeto de estudo dois projetos desenvolvidos pelo Governo Brasileiro em convênio com o Banco Mundial: o Projeto de Ensino Básico para as Regiões Norte e Centro-Oeste - Monhangara (1984 - 1992) e o Programa Fundo de Desenvolvimento da Escola - Fundescola (1998 - 2010). Teve-se como objetivo identificar a trajetória percorrida pelo Banco Mundial na implantação da lógica de Planejamento nas Escolas Públicas Brasileiras, buscando verificar como se configura o Planejamento em ambos os Programas, analisar a concepção de Planejamento presente nos mesmos e como esta foi operacionalizada pelos atores locais e ainda, identificar as principais mudanças acarretadas nas Secretarias de Educação e na Escola pesquisada. O campo empírico de pesquisa foi o Estado de Mato Grosso do Sul e, neste, uma Escola da Rede Municipal de Ensino de Dourados. A análise foi baseada na metodologia de avaliação de impacto, a qual procura identificar os efeitos de determinado programa sobre a população alvo. Para tanto, utilizou-se de pesquisa bibliográfica, documental e empírica. A pesquisa apontou que no decorrer desses vinte e dois anos de Cooperação Internacional houve mudanças no que se refere ao lócus do Planejamento, que passa das Secretarias Estaduais de Educação para as Secretarias Municipais, estendendo-se até a escola, permanecendo, todavia, o foco gerencialista, técnico e altamente objetivo, que não permite a apreensão da diversidade presente no cenário da escola e dos Sistemas Educacionais. A concepção de Planejamento explicitada por esses programas é a de Planejamento Estratégico, que consiste na transferência da lógica privada para os serviços públicos, visando instaurar uma nova lógica de gestão, baseada na participação dos atores escolares como executores de uma política de resultados, cujas decisões referem-se a aspectos periféricos de âmbito local. Percebe-se que, apesar do rigor dos instrumentos de planejamento propostos pelos Programas, os atores locais possuem uma leitura própria que permite a inserção de objetivos e necessidades locais nos projetos elaborados, o que depende, contudo, da clareza que o grupo possua a respeito da proposta pedagógica de sua escola. Verifica-se que a centralização do Planejamento na Secretaria de Educação não permitiu sua institucionalização como política de Estado, contudo, sua transferência para a esteira da escola tem proporcionado algumas mudanças no que se refere ao Planejamento e Gestão da Escola e das Secretarias de Educação, no entanto, ainda não se revela como uma prática sistemática desses órgãos, constituindo-se em ações executadas a parte, para atender às necessidades dos Programas. / This study begins with the fact that, confronted by heavy criticism of the centralization of Planning in the hands of Technical Specialists in the 1960\'s and 1970\'s, especially in the area of Management, the Brazilian Government sought the support of the World Bank to develop programs that hoped to install Planning Strategies at different levels of Educational Administration. With the strengthening of this idea and the practice of Strategic Planning in the 1990\'s, and the growth of Planning within Schools, the objects of this study became two projects developed by the Brazilian Government in conjunction with the World Bank: the Project for Elementary Education for the Northern and Central-Western Regions (Monhangara, 1984-1992) and the Fund for the Development of Schools Project (Fundescola, 1998-2010). The objective was to identify the trajectory traced by the World Bank in the implementation of the logic of Planning in Brazilian Public Schools, hoping to verify how Planning was configured in both programs, to analyze the concept of Planning present in the programs and how this was put into practice by the personnel, and further, to identify the principal changes that occurred in the Secretaries of Education and in the researched School. The field chosen for the research was the State of Mato Grosso do Sul, and within this State, a Municipal Public School in Dourados. The analysis was based on the methodology of evaluation of impact, which attempts to identify the effects of a certain program on the target population. Therefore, the tools used were a bibliographic, documentary and empirical investigation. The results of the investigation pointed out that during the twenty-two years of International Cooperation, there were changes in the \"locus\" of Planning, that passed from the State Secretary of Education to the Municipal Secretary of Education, and extended to the School. There remains, however, an administrative, technical and highly objective focus, which does not permit a comprehension of the diversity present in the School scene and the System of Education. The concept of Planning suggested for these Programs is that of Strategic Planning that consists of a transfer of logic from the private sector to the public, hoping to instal a new logic of management based on the participation of the personnel of the Schools as executors of a policy of results, which decisions refer to aspects of little importance to the local setting. It was perceived that, in spite of the strictness of the planning instruments proposed by the program, the local personnel possessed their own reading of the rules, that permitted the insertion of objectives and local necessities into the projects prepared, which depended, nevertheless, on the clarity the group possessed of the pedagogical proposal of the school. It was further verified that the centralization of Planning in the Secretary of Education did not permit its adoption as a state policy, however, its transfer to the level of the School has brought about some changes in Planning and Management of the School and the Secretary of Education. However, this does not reveal itself as a systematic practice of these organs, but rather in actions done on the side to attend to the Program necessities.

The role of high school counselors includes providing equitable access to college and career opportunities for students (College Board, 2011). Attending college is viewed as a national priority that includes pre-college activities to promote postsecondary access (Savitz-Romer, 2012). High school counselors may have ambiguous roles that complicates their efforts (Engberg & Gilbert, 2014). Role confusion may arise when the high school counselors are asked to provide mental health services rather than professionally focus on college acceptance and completion for students. The purpose of this qualitative study was to explore the perceptions of public high school counselors regarding their roles in developing a college-going culture. The participants were asked to share practices, policies, and resources specific to promoting a college-going culture. This case study included in-depth interviews that shed light on successes and struggles encountered by the high school counselors. The criteria for participants included serving a minimum of three years as a high school counselor and possessing a Tennessee school counseling license. The interviews consisted of 15 semi-structured questions framed in response to the three research questions guiding this study. The findings resulted in the emergence of four themes relative to answering the three research questions. The 11 participants expressed their roles as facilitators to students’ understanding, knowledge, and transition to access postsecondary education. The 11 participants provided insights and personal illustrations regarding the four themes. The findings revealed perceptions recognized from the participants’ experiences in the development of a college-going culture. Participants reported an expanded view of the term college and reflected that the college-going culture may be structured to address the needs specific to the respective high school’s environment. The participants responded that family influences are key elements that determine students’ entry to postsecondary education. Recommendations included practices that strengthened communication to students and parents and raising the rigor of academic coursework. The recommendations for practice included increasing the number of licensed school counselors with master’s degrees to reduce student caseloads. Currently, research from the American School Counseling Association (2017) suggests a student-to-counselor ratio of 250:1. Further research should explore barriers that prevent high school counselors from providing resources for the development of a college-going culture.