{"title":"学校辅导员在专业发展中加强课堂教学的体会","authors":"Hilary Dack, Clare Merlin-Knoblich","doi":"10.1002/jcad.12472","DOIUrl":null,"url":null,"abstract":"<p>The field of school counseling has evolved to feature varied means of supporting students, including individual counseling, group counseling, and classroom instruction. However, classroom instruction is typically overlooked in school counselor training programs, and school counselors often lack the skills needed to design effective lessons. This longitudinal study explored the experiences of 21 school counselors in a year-long, post-master's professional development program focused on improving classroom instruction. Data were drawn from interviews, curricular artifacts, and reflective journals and analyzed using interpretive qualitative methodology. This study's contributions lie in findings that illustrate school counselors’ nuanced perceptions of the utility of the Understanding by Design instructional approach as a framework for implementing ASCA Student Standards; the utility of learning science as a framework for designing classroom instruction that leads to long-term learning; and supports or challenges to implementing classroom instruction in individual contexts.</p>","PeriodicalId":48104,"journal":{"name":"Journal of Counseling and Development","volume":"101 3","pages":"293-309"},"PeriodicalIF":2.3000,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"School counselors’ experiences strengthening classroom instruction through professional development\",\"authors\":\"Hilary Dack, Clare Merlin-Knoblich\",\"doi\":\"10.1002/jcad.12472\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>The field of school counseling has evolved to feature varied means of supporting students, including individual counseling, group counseling, and classroom instruction. However, classroom instruction is typically overlooked in school counselor training programs, and school counselors often lack the skills needed to design effective lessons. This longitudinal study explored the experiences of 21 school counselors in a year-long, post-master's professional development program focused on improving classroom instruction. Data were drawn from interviews, curricular artifacts, and reflective journals and analyzed using interpretive qualitative methodology. This study's contributions lie in findings that illustrate school counselors’ nuanced perceptions of the utility of the Understanding by Design instructional approach as a framework for implementing ASCA Student Standards; the utility of learning science as a framework for designing classroom instruction that leads to long-term learning; and supports or challenges to implementing classroom instruction in individual contexts.</p>\",\"PeriodicalId\":48104,\"journal\":{\"name\":\"Journal of Counseling and Development\",\"volume\":\"101 3\",\"pages\":\"293-309\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2023-05-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Counseling and Development\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/jcad.12472\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, APPLIED\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Counseling and Development","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jcad.12472","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, APPLIED","Score":null,"Total":0}
School counselors’ experiences strengthening classroom instruction through professional development
The field of school counseling has evolved to feature varied means of supporting students, including individual counseling, group counseling, and classroom instruction. However, classroom instruction is typically overlooked in school counselor training programs, and school counselors often lack the skills needed to design effective lessons. This longitudinal study explored the experiences of 21 school counselors in a year-long, post-master's professional development program focused on improving classroom instruction. Data were drawn from interviews, curricular artifacts, and reflective journals and analyzed using interpretive qualitative methodology. This study's contributions lie in findings that illustrate school counselors’ nuanced perceptions of the utility of the Understanding by Design instructional approach as a framework for implementing ASCA Student Standards; the utility of learning science as a framework for designing classroom instruction that leads to long-term learning; and supports or challenges to implementing classroom instruction in individual contexts.
期刊介绍:
Journal of Counseling & Development publishes practice, theory, and research articles across 18 different specialty areas and work settings. Sections include research, assessment and diagnosis, theory and practice, and trends.