Global ETD Search

1	QUESTION SPECIFICITY, SUMMARY STATEMENTS AND CONSULTEE VERBAL BEHAVIOR AND ATTITUDES Tombari, Martin Louis, 1944- January 1975 (has links) No description available. Teacher-counselor relationships.
2	A descriptive study of the intraorganizational communications of counselors with the focus upon counselors as agents of institutional change Caulum, David A. January 1974 (has links) Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references. Teacher-counselor relationships.
3	A study of secondary school counselor, administrator, and teacher perceptions of the counselor role Baum, Shirley Wankey, January 1971 (has links) Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references. Teacher-counselor relationships.
4	EFFECTS OF TEACHER CHARACTERISTICS AND PSYCHOLOGICAL SERVICES MODEL ON TEACHER REFERRAL BEHAVIOR Ronstadt, Margaret Irene, 1947- January 1975 (has links) No description available. Teacher-counselor relationships. Teachers -- Attitudes.
5	Faculty perceptions of the role of a school counselor Mettille, Jennifer A. January 2005 (has links) (PDF) Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.
6	Perceptions on the importance of prior teaching experience for school counselor candidates Roberts, Wendy. January 2009 (has links) (PDF) Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.
7	Teacher perceptions of the role of a school counselor Skutley, Katherine E. January 2006 (has links) (PDF) Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.
8	The role of the non-professional in a guidance program Unknown Date (has links) "Guidance renders five distinct services. 1. Services to students in groups. 2. Services to students as individuals. 3. Services to the instructional staff. 4. Services to the administration. 5. Research services. A program of services so all-inclusive is indispensible in a school program that is going to function to capacity. From the same reference we gather five basic assumptions of guidance: 1. Guidance work is not confined to guidance experts. 2. An effective guidance program is possible in a small school. 3. Guidance services cannot be superimposed upon a school but must become through a process of gradual growth an integral part of the school's program. 4. When establishing a guidance program, the range of services should be limited to functions which can be performed adequately by the available personnel. 5. The development of the program is dependent upon the speed with which the staff acquires skill in handling additional guidance tools. These five types of services and five basic assumptions afford a good resume of all the research and practical assumptions developed in this study"--Conclusion. / "August, 1952." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaves 35-36). Educational counseling Teacher-counselor relationships Vocational guidance
9	A study of the role-analysis and interrelationship of guidance counselor and foreign language teachers in selected schools / Gage, Alfred Lee January 1973 (has links) No description available. Education Teacher-counselor relationships Student counselors
10	Teacher, counselor, and administrator perception of the role of the school counselor in comprehensive career and technical high schools in Pennsylvania Mamett, Susan Mary Carr. Walter, Richard A., January 2008 (has links) Thesis (Ph.D.)--Pennsylvania State University, 2008. / Mode of access: World Wide Web. Thesis advisor: Richard A. Walter.

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