Relationships among Parents, Students, and Teachers: The Technology Wild Card

Parent involvement and home-school partnerships have gained the status of a self-standing research area in the past three decades. While continuing to intrigue researchers and practitioners alike, a wild-card factor has been added that has changed the known dynamics, and has presented parents, teachers, students with a challenge that has neither been researched nor systematically addressed in everyday practice. The wild card is the explosion of technology use, and parents and schools are scrambling to find ways to monitor and control the influence of online interactions, often falling short on both fronts. The paper discusses the relationships of technology and cognitive, social and emotional processes, as well as the impact of electronic media on families and schools

Relationships among Parents, Students, and Teachers: The Technology Wild Card

Parent involvement and home-school partnerships have gained the status of a self-standing research area in the past three decades. While continuing to intrigue researchers and practitioners alike, a wild-card factor has been added that has changed the known dynamics, and has presented parents, teachers, students with a challenge that has neither been researched nor systematically addressed in everyday practice. The wild card is the explosion of technology use, and parents and schools are scrambling to find ways to monitor and control the influence of online interactions, often falling short on both fronts. The paper discusses the relationships of technology and cognitive, social and emotional processes, as well as the impact of electronic media on families and schools

Preparation of School Counselors and Response to Intervention: A Profession at the Crossroads

As a result of the Response to Intervention (RTI) mandate in schools across many states, school counselors are uniquely positioned to a take a leadership role within its implementation. This research study examines how school counselors in one such state perceive their training and knowledge of RTI and thus their confidence in implementing it. Implications for training, supervision, professional development and future research are discussed

Perceptions of Leadership and Clarity of Roles within Multi-Tiered Systems: A Structural Equation Model

Response to Intervention (RTI), and its current enhanced form reflected in Multi-Tiered Systems of Support, is one the largest educational reforms in recent history, with states adopting it for both special education placements and monitoring the academic, social, and emotional learning of all students. The present study utilizes data from a national survey of school counselors to investigate perceived school counselor preparedness in RTI. Direct and indirect effects are examined. Implications for pre- service and in-service training are discussed