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dc.contributor.authorJohnson, Leonissa Valrie
dc.date.accessioned2014-03-04T20:59:13Z
dc.date.available2014-03-04T20:59:13Z
dc.date.issued2012-12
dc.identifier.otherjohnson_leonissa_v_201212_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/johnson_leonissa_v_201212_phd
dc.identifier.urihttp://hdl.handle.net/10724/28539
dc.description.abstractEnglish Language Learners represent the fastest growing student population in the U.S. These students have diverse school experiences that are influenced by many factors. They also have unique personal/social and academic needs. School counselors are essential in the success of English Language Learners. Some counselors, however, do not believe they are equipped to work effectively with these pupils. Counselors also express the need for additional training to assist in their work with English Language Learners. This study examines school counselor self-efficacy and training needs with English Language Learners.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectEnglish Language Learners
dc.subjectSchool Counselors
dc.subjectSelf-Efficacy
dc.subjectSchool Counselor Training
dc.titleSchool counselor self-efficacy with English Language Learners
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.committeePaula J. Mellom
dc.description.committeeJolie Daigle


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