According to the National Center on Educational Outcomes (1998), Americans demand more from schools and expect more from students than ever before. Upon entering this century, our nation pledged to increase access to education for all children. As we continue to push forward, American education should rise toward a new challenge helping all children in every school increase their expectations and achievement in the academic arena (No Child Left Behind, 2001).
States and school districts across the nation are carrying out reforms to recognize and overcome this challenge. Strategies to increase student achievement include setting high content and student performance standards; aligning teacher development with curriculum and instruction; and creating state and local assessments (Datnow, Hubbard, & Mehan, 2002). A key and constant piece in the ever changing puzzle of public education is the school counselor (Bemak, 2000). Throughout the history of American public education, the school counselor was an important stakeholder that provided a service of support for whoever was in need (Burnham & Jackson 2000). Today, the educational landscape has added another dimension to the puzzle and counselors are trying to find where they fit into the picture.
The problem that this research will investigate is to what extent policies, indigenous to the age of accountability, have informed professional perceptions about secondary school counseling.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-11302009-185318 |
| Date | 16 December 2009 |
| Creators | Heavner, David J |
| Contributors | Richard Seckinger, Maureen W. McClure, Joseph Werlinich, Sean Hughes, Charles Gorman |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-11302009-185318/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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