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Schornick, Paula – NASSP Bulletin, 2010
United States schools are not providing students with the mathematical background necessary to compete on an international level and become successful adults. Recently, educators and researchers have focused on learning what factors might attribute to this lack of mathematical knowledge. However, few studies have searched for answers from the…
Descriptors: Mathematics Instruction, Elementary Secondary Education, High School Graduates, Remedial Mathematics
Peer reviewedStanciak, Lois A. – NASSP Bulletin, 1995
School counselors should reform their roles. Developmental guidance and counseling programs focus on academic, career, and personal areas and incorporate the following goals: understanding the school environment, understanding self and others, decision making and problem solving, interpersonal communication and school success skills, career…
Descriptors: Counseling Services, Developmental Programs, Educational Change, High Schools
Peer reviewedCoy, Doris Rhea – NASSP Bulletin, 1991
Secondary school counselors, whose original purpose was to help high school students choose appropriate courses and apply to college, are now a more integral part of students' daily lives. By designing and implementing a preventive and developmental counseling program, counselors can positively affect school direction and students' personal,…
Descriptors: Administrator Responsibility, Counseling Effectiveness, Counseling Objectives, Developmental Programs
Peer reviewedPorter, Jeffery J. – NASSP Bulletin, 1996
As shown by a survey of three middle-level assistant principals, student discipline consumes an inordinate amount of attention. Also, participants did not see their position as an avenue to help youngsters. Since school administration duties should be shared, assistant principals must shed their "noneducational,""daily operations…
Descriptors: Administrator Role, Developmental Programs, Discipline, Intermediate Grades
Peer reviewedHall, Scott E.; Rueth, Thomas W. – NASSP Bulletin, 1999
The proposed "classroom" approach identifies the school counselor as a primary participant in students' overall development. This model enhances students' mental and emotional well-being by providing a preventive/developmental context, normalizing developmental struggles, increasing awareness of self and others, encouraging appreciation of…
Descriptors: Developmental Programs, Holistic Approach, Prevention, School Counseling
Peer reviewedHaynes, Norris M. – NASSP Bulletin, 1993
Early sexual activity is seen in youngsters who exhibit school behavior problems. As one middle-school prevention program shows, adolescent parenthood can be prevented through careful, thoughtful, and developmentally appropriate strategies. The program's focus-group approach emphasized equal male-female responsibility and discussion of life goals…
Descriptors: Academic Achievement, Blacks, Developmental Programs, Early Parenthood
Peer reviewedDodd, Anne Wescott – NASSP Bulletin, 1997
Notes as students become more diverse, establishing a comfortable, challenging classroom in which every student feels valued becomes more difficult. Maintains teachers may be able to minimize problems and maximize learning by shifting to a more parental perspective and making the classroom an "academic home." As students share in…
Descriptors: Classroom Environment, Developmental Programs, Elementary Secondary Education, Individual Differences
Peer reviewedRoberts, Jo – NASSP Bulletin, 1993
For a beginning administrator, understanding school culture, maintaining a school's cultural elements, and gaining acceptance for building or changing a school's culture are major challenges. Preparation programs blending understanding about school culture with acknowledgment of four developmental stages in an administrator's professional…
Descriptors: Administrator Education, Behavior Patterns, Beliefs, Developmental Programs
Peer reviewedMcGee, Linda; Fauble-Erickson, Terri – NASSP Bulletin, 1995
The middle-level counselor's role is to work with teachers and administrators to build a program based on young adolescents' unique characteristics, the interrelationship of school and home life, and the importance of peer and adult relationships. The counselor participates as an interdisciplinary team member, provides teachers with relevant…
Descriptors: Administrator Role, Counseling Services, Developmental Programs, Early Adolescents
Peer reviewedBallard, Mary B.; Murgatroyd, Wanpen – NASSP Bulletin, 1999
To meet children's needs in today's complex and troubled society, school counselors must clearly and aggressively define their roles and functions. A 1992 Oregon study replicated in Louisiana revealed agreement about three major counselor roles: developmental counseling, crisis intervention counseling, and career counseling. Administrators should…
Descriptors: Administrator Responsibility, Career Counseling, Counselor Role, Crisis Intervention
Peer reviewedMarshak, David – NASSP Bulletin, 1992
The report "Workplace Basics: the Skills Employers Want" was based on interviews with hundreds of employers, who identified seven groups of desirable skills: reading, writing, and computation; listening and speaking; learning to learn, problem-solving and creative thinking; personal management; teamwork; and leadership and organizational…
Descriptors: Basic Skills, Cognitive Style, Creative Thinking, Developmental Programs
Peer reviewedHope, Warren C. – NASSP Bulletin, 1997
Service learning is a versatile, developmentally appropriate strategy that integrates public service into student instruction and connects the classroom with the surrounding community and the world. Service learning promotes personal, social, and emotional growth; develops a sense of civic responsibility; provides leadership opportunities; and…
Descriptors: Citizenship Responsibility, Community, Developmental Programs, Emotional Development

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