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Exploring the Experiences of School Counselor-Administrator Teams in Their Work with LGBT Students : = A Phenomenological Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Exploring the Experiences of School Counselor-Administrator Teams in Their Work with LGBT Students :/
其他題名:	A Phenomenological Study.
作者:	Beck, Matthew Jon.
面頁冊數:	1 online resource (204 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	School counseling. -
電子資源:	click for full text (PQDT)
ISBN:	9780355106596

Exploring the Experiences of School Counselor-Administrator Teams in Their Work with LGBT Students : = A Phenomenological Study.
Beck, Matthew Jon.

Exploring the Experiences of School Counselor-Administrator Teams in Their Work with LGBT Students :A Phenomenological Study. - 1 online resource (204 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)--The University of Iowa, 2017.

Includes bibliographical references

Research suggests the collaborative role school counselors can have with administrators to bolster school reform and facilitate a safe and positive learning environment for all K-12 students (College Board, 2009a, 2009b) is vital. Unfortunately, research that explores the roles and efforts of school counselors and administrators in their collaborative work for and with lesbian, gay, bisexual, and transgender (LGBT) students is scare. Yet, according to Goodrich, Harper, Luke, and Singh (2013), LGBT students "have long struggled in schools with little support" (p. 319). To address this gap, the purpose of this phenomenological study was to explore the experiences of school counselors and administrators in their work to support a safe and supportive school climate for LGBT students. The following research questions informed and guided this study: a) What are the lived experiences of school counselors and administrators who make concerted efforts to improve the educational environment for LGBT students? b) How do school counselors and administrators make meaning with their relationships in their work with LGBT students?

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355106596Subjects--Topical Terms:

1181607
School counseling.
Index Terms--Genre/Form:

554714
Electronic books.

Exploring the Experiences of School Counselor-Administrator Teams in Their Work with LGBT Students : = A Phenomenological Study.
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500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
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504 $a Includes bibliographical references
520 $a Research suggests the collaborative role school counselors can have with administrators to bolster school reform and facilitate a safe and positive learning environment for all K-12 students (College Board, 2009a, 2009b) is vital. Unfortunately, research that explores the roles and efforts of school counselors and administrators in their collaborative work for and with lesbian, gay, bisexual, and transgender (LGBT) students is scare. Yet, according to Goodrich, Harper, Luke, and Singh (2013), LGBT students "have long struggled in schools with little support" (p. 319). To address this gap, the purpose of this phenomenological study was to explore the experiences of school counselors and administrators in their work to support a safe and supportive school climate for LGBT students. The following research questions informed and guided this study: a) What are the lived experiences of school counselors and administrators who make concerted efforts to improve the educational environment for LGBT students? b) How do school counselors and administrators make meaning with their relationships in their work with LGBT students?
520 $a The methods used to recruit participants for this study were modeled after College Board's (2009b) study with seven exemplary school counselor-principal teams. In College Board's (2009b) study, researchers identified school counselors and principals who received recognition for demonstrating exemplary contribution in their respective professional organizations. These exemplary professionals were than paired with their school counselor/administrator counterpart for joint interviews (College Board, 2009b).
520 $a By paralleling the best practice protocol established by the College Board (2009b), this study consisted of three rounds of interviews with four school counselor-administrator teams. Participants were selected from national and/or state level LGBT educational organizations, where a school counselor and/or administrator were awarded/recognized for creating a safe and inclusive school environment for LGBT youth. Additional participants included school counselors and administrators identified as the school counselor or administrator counterpart to the awarded. The researcher completed an inductive approach to data analysis, utilizing both open coding and horizontalization to reduce the data. Thematic categories emerged from the data and are presented and discussed as they relate to the overarching research questions. The between-case themes include: Learning firsthand, leading by example, intentional partnering, moving beyond turf wars, and pushing the system. Recommendations for school counselors, administrators, and school counselor-administrator teams are provided. Directions for future research are also discussed.
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