School Counselors\u27 Perceptions of Comprehensive School Counseling (CSC) Adherence and Implementation

Many states are introducing or revamping evaluation systems for school counselors. The viability of such systems depends greatly on their ability to help school counselors implement and adhere to comprehensive school counseling programs. This study illuminates counselors’ perceptions of the evaluation process regarding the four components (foundation, management, delivery, accountability) of the American School Counselors Association national model. Surveys of school counselors reveal they perceive the evaluation process to help very little in implementing and adhering to the foundation, management, and accountability components of comprehensive school counseling programs, and to be only somewhat helpful in implementing and adhering to the delivery component. This study indicates a need for renewed emphasis on preparing principals to effectively facilitate the evaluation process

Coaching Transition and Nature of Change: An Examination of NCAA DI Team Sports

NCAA Division I team sport head coaches typically end their coaching roles by taking a more prestigious and lucrative position, or by being fired. These differences in the nature of the leadership change suggest differences in programmatic conditions at the time of change. How a leader leaves the program undoubtedly reverberates through the program resulting in coaches, players, administrators, and fans with varying levels of satisfaction. While literature is replete with the impact of leadership changes, there is little evidence to distinguish among nature of change, and strong evidence that a negative head coaching change precedes athletic and academic decline. Thus, this study investigated 414 NCAA Division I team–sport head coaching changes using a variety of athletic and academic variables to determine what best predicts specific types of coaching changes. Results indicated athletic success has the strongest relationship and is most predictive, as expected, particularly in revenue sports. Other noteworthy findings, however, revealed female coaches have less negative coaching changes than males, and that hiring an alum or having a high Academic Progress Rate predicted a negative change. These findings reveal there are variables beyond winning that influence the nature of change and establish patterns that could assist administrators in times of transition

Locating scientific citizenship: The institutional contexts and cultures of public engagement

In this article, we explore the institutional negotiation of public engagement in matters of science and technology. We take the example of the Science in Society dialogue program initiated by the UK's Royal Society, but set this case within the wider experience of the public engagement activities of a range of charities, corporations, governmental departments, and scientific institutions. The novelty of the analysis lies in the linking of an account of the dialogue event and its outcomes to the values, practices, and imperatives-the institutional rationality-of the commissioning organization. We argue that the often tacit institutional construction of scientific citizenship is a critical, and relatively undeveloped, element of analysis-one that offers considerable insight into the practice and democratic implications of engaging publics in science and science policy. We also present evidence indicating that over time the expanding "capacities" associated with dialogue can act in subtle ways to enroll other elements of institutional architectures into more reflexive modes of thinking and acting. In the concluding section of the article, we consider the ways in which research and practice could (and we believe should) engage more squarely with facets of institutional context and culture