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dc.contributor.authorDehnke, Stacy Joann
dc.date.accessioned2014-03-04T19:58:41Z
dc.date.available2014-03-04T19:58:41Z
dc.date.issued2011-05
dc.identifier.otherdehnke_stacy_j_201105_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/dehnke_stacy_j_201105_phd
dc.identifier.urihttp://hdl.handle.net/10724/27108
dc.description.abstractThis qualitative phenomenological study explored the experiences of eight high school counselors during the change to the single, college preparatory diploma in the State of Georgia. While this study addressed a change in policy at a state level, the debate over how to prepare students for college and career is of national significance. Through semi-structured interviews and constant-comparative data analysis, four broad themes were identified: The high school counselor as academic advisor, “College” is a difficult term to define, Difficulty with the math curriculum: Some students just can’t do it, and Frustration with the policy and policy-makers. Findings point to the complexity of how policy is perceived, interpreted, and implemented and the poignant intersection of policies and the core beliefs of those who are required to implement them. Implications for school counselors, school counselor educators, and recommendations for future research are presented.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectTracking
dc.subjectSchool counselor beliefs
dc.subjectHigh school counseling
dc.subjectDiploma type
dc.subjectSocial cognitive theory
dc.subjectQualitative research
dc.titleSchool counselors' experiences of the single diploma
dc.title.alternativeshould all students prepare for college?
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentCounseling and Human Development Services
dc.description.majorCounseling and Student Personnel Services
dc.description.advisorPamela O. Paisley
dc.description.committeePamela O. Paisley
dc.description.committeeAnneliese Singh
dc.description.committeeDiane L. Cooper


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