Individual Student Planning in the United States: Rationale, Practices, and Results
Individual Student Planning in the United States: Rationale, Practices, and Results
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美国的个人学生规划：基本原理、实践和结果
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
N. Gysbers
中科院分区：
文献类型：
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作者：
N. Gysbers
文章的第一部分概述了美国的综合指导和咨询项目。接下来，个别学生规划，一个主要的指导和咨询计划的组成部分，描述了，其次是讨论为什么个别学生规划是学生生活中的重要。然后提供个别学生规划实践的例子。文章最后介绍了这些做法对学生成功的关键标志，包括学业成绩的影响的证据。自20世纪初以来，指导和咨询一直是美国教育系统的一部分-从幼儿园到12年级。在最初的几年里，教师被任命为职业顾问。除了常规的全职教学职责外，他们还得到了一份要履行的职责清单。除了职责清单之外，没有提供正式的组织结构（Gysbers和亨德森，2006年）。
The first part of the article provides an overview of comprehensive guidance and counseling programs in the United States. Next, individual student planning, a major guidance and counseling program component, is described, followed by a discussion of why individual student planning is important in the lives of students. Then examples of individual student planning practices are provided. The article closes with a presentation of evidence of the impact of these practices on critical markers of student success, including academic achievement. Guidance and counseling has been part of the United States’ educational system — kindergarten through grade 12 — since the early 1900s. During the early years, teachers were appointed to the position of vocational counselor. They were given a list of duties to perform, in addition to their regular full-time teaching duties. No formal organizational structure was provided other than the list of duties (Gysbers & Henderson, 2006).