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|a ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC.
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|a Implementing Comprehensive School Guidance Programs :
|b Critical Leadership Issues and Successful Responses /
|c Norman Gysbers, Ed. and Patricia Henderson, Ed.
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| 260 |
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|a Greensboro, NC :
|b ERIC Clearinghouse on Counseling and Student Services,
|c 2002.
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| 300 |
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|a 248 pages
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|a Availability: ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26171, Greensboro, NC 27402-6171. Tel: 336-334-4114; Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; Web site: http://ericcass.uncg.edu; e-mail: ericcass@uncg.edu.
|5 ericd
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|a Sponsoring Agency: Office of Educational Research and Improvement (edition), Washington, DC.
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|a Contract Number: edition-99-CO-0014.
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|a ERIC Note: For individual papers, see CG 031 529-548.
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|a The purpose of this publication is to focus on issues in development and implementation of comprehensive guidance programs. To achieve this purpose a list of 10 of the most important issues was composed. The top 10 issues, in order of frequency of concern of leaders, are: (1) displacement of non-guidance tasks, including school counselors' appropriate role in standardized testing programs; (2) program accountability; (3) accountability for the quality of school counselor performance; (4) program advocacy; (5) leader empowerment; (6) enhancement of an existing comprehensive guidance program; (7) appropriate use of technology; (8) parent involvement, including responding to parents who are critical of the program; (9) program development process; and (10) enhancement of the cross-cultural competence of school counselors. This book includes monographs from 20 authors who helped identify the top issues in comprehensive guidance programs. In these monographs, the authors share specific examples of how they have responded or are responding to some aspect of a particular issue. The book concludes with a discussion of the catalysts for change identified in the monographs. Then, themes are identified that recur in the achievement of successful results. Lastly, implications are drawn from the leaders' empirical lessons. (Contains 2 appendixes, 3 tables, 8 figures, and 98 references.) (ADT)
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|b [Washington D.C.]:
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|a Comprehensive Guidance.
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|a Cross Cultural Training.
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|a Educational Innovation.
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|a Educational Testing.
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|a Elementary Secondary Education.
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|a Empowerment.
|2 ericd
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|a Evaluation Methods.
|2 ericd
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|a Guidance.
|2 ericd
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|a Guidance Objectives.
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|a Leadership.
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|a Leadership Effectiveness.
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|a Models.
|2 ericd
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|a Parent Participation.
|2 ericd
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| 650 |
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|a Program Development.
|2 ericd
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|a Program Effectiveness.
|2 ericd
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|a School Counseling.
|2 ericd
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|a School Districts.
|2 ericd
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| 650 |
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|a School Guidance.
|2 ericd
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| 650 |
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|a Theory Practice Relationship.
|2 ericd
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| 655 |
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|a Books.
|2 ericd
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| 655 |
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|a Collected Works, General.
|2 ericd
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| 655 |
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|a ERIC Publications.
|2 ericd
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| 700 |
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|a Gysbers, Norman,
|e editor.
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| 700 |
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|a Henderson, Patricia,
|e editor.
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