学校辅导员在多层次支持系统中的领导经验:现象学研究

Q4 Social Sciences Educational Practice & Theory Pub Date : 2022-07-01 DOI:10.7459/ept/44.1.06

Emily C. Goodman-Scott, Jolie Ziomek-Daigle

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引用次数: 1

摘要

多层支持系统(MTSS)在美国广泛实施，根据文献，学校辅导员是支持甚至领导MTSS实施的校本工作人员，以及其他校本工作人员。与此同时，关于学校辅导员在MTSS中的领导作用的研究有限。本研究采用探索性现象学调查方法了解学校辅导员在MTSS中的领导经验(N = 10)。根据结果，学校咨询师报告了(a)学校咨询与MTSS之间的共性，(b)他们担任MTSS领导角色的好处和挑战。

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School Counselors’ Leadership Experiences in Multi-tiered Systems of Support: A Phenomenological Investigation

Multi-tiered Systems of Support (MTSS) are widely implemented throughout the U.S., and according to the literature, school counselors are one school-based staff member who supports and even leads MTSS implementation, along with other school-based staff. At the same time, there exists limited research examining school counselors’ leadership roles in MTSS. In this study, researchers conducted an exploratory phenomenological investigation to learn of school counselors’ leadership experiences in MTSS (N = 10). According to the results, school counselors reported (a) commonalities between school counseling and MTSS, and (b) benefits and challenges of their MTSS leadership roles.

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来源期刊

Educational Practice & Theory Social Sciences-Education

CiteScore

0.40

自引率

0.00%

发文量

期刊介绍： Educational Practice and Theory in its 40th year of publication continues as an important independent forum for original ideas in education research relevant to aspects of education including K-12 schools, education reforms, teaching methods and educational leadership. Educational Practice and Theory is: -a refereed journal with a distinguished panel of consulting editors; -comparative in focus; -innovative, path-finding and provocative; -diverse with reports on a wide range of countries and themes, and -applied and theoretical.