HKIER

Abstract

This article focuses on the key issues of school counselor accountability and the promotion of student learning. The authors contend that without data-driven practices required by comprehensive school counseling programs, American and Asia Pacific school counselors’ credibility with the public will remain equivocal. To make the case, the educational and school counseling context for accountability is first discussed. Second, they explore the various definitional and professional issues related to accountability. Third, the major benefits of having an accountability system in place are summarized. Finally, the research is reviewed examining counselors’ accountability attitudes and actions. Implications for practice are briefly elucidated.

Keywords: school counseling; accountability; data-driving practices

摘要

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