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Online Degree - What Online School Is Best For Me

noreply@blogger.com (AmiSchool) — Thu, 22 Oct 2015 00:26:00 +0000

An online degree is an academic degree (usually a college degree, but sometimes the term includes high school diplomas and non-degree certificate programs) that can be earned primarily or entirely through the use of an Internet-connected computer, rather than attending college in a traditional campus setting. Improvements in technology, the increasing use of the Internet worldwide, and the need for people to have flexible school schedules while they are working have led to a proliferation of online colleges that award associate, bachelor's, master's, and doctoral degrees.

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Accreditation

The goal of educational accreditation, according to the United States Department of �ƹ��Ƶ, is to ensure that programs provided by institutions of higher education meet acceptable levels of quality. ENQA, the European Association for Quality Assurance in Higher �ƹ��Ƶ, describes the role of external quality assurance in education as one that "combines both accountability for the reassurance of the public and an objective and developmental role for enhancing quality in institutions". In the area of online education, it is important to avoid unaccredited diploma mills that offer fake degrees, as these are unfortunately common. Students seeking valid online degrees should obtain proof of accreditation from an appropriate national or regional accrediting body.

In the United States, online colleges that are fully accredited have earned a widely recognized form of university accreditation from one of six regional accreditation boards. Each of six geographic regions of the United States has one of these boards, a non-governmental agency that oversees and accredits degree-granting institutions headquartered in their areas. The U.S. Department of �ƹ��Ƶ and the Council for Higher �ƹ��Ƶ Accreditation (CHEA) recognize the Distance �ƹ��Ƶ and Training Council (DETC) as the accrediting organization for distance learning institutions and education programs that offer online degrees. However, DETC accreditation is commonly (though not universally) viewed as inferior to regional accreditation, and regionally accredited schools may refuse to accept transfer credit from DETC-accredited schools more often than they would refuse credit from other regionally accredited schools.

Outside of the United States, other national and regional standards of accreditation hold, and may be highly supportive of, distance education. For example, the Universitat Oberta de Catalunya, or Open University of Catalonia, has been accredited by AQU, the Agency for Quality Assurance in the Catalan University System (a full member of ENQA), since its inception in 1995, and has been called a "significant success story" as "the world's first continuous, and sustainable, virtual university". Similarly, in Ireland, the Higher �ƹ��Ƶ and Training Awards Council (HETAC) has accredited a number of online colleges and degrees, e.g. Setanta College.

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Quality of learning online

Online education enables individuals living with physical disabilities, busy full-time employees, soldiers, those living abroad, and stay-at-home parents, among others to have access to accredited higher education.

The perception of the quality of online degrees compared to on-campus degrees varies. While most major online colleges are regionally accredited, the public estimation of their quality is in dispute. A national survey of hiring representatives showed that a preference toward on-campus degrees exists. In some instances, hiring executives were unwilling to consider applicants with an online degree. Some experts argue that degrees in certain fields are more accepted online than in others, while some programs are less suited for online-only schools.

A survey by the Distance �ƹ��Ƶ and Training Council found that 100% of employers who responded felt that distance education program graduates performed better on the job as a result of their degree (as compared to their previous performance). Additionally, employers felt that an employee receiving a distance education degree compared favorably, in terms of knowledge learned, to someone with a resident degree. On the other hand, The Chronicle of Higher �ƹ��Ƶ reported in January 2007 on a Vault Inc. survey that found 55 percent of employers preferred traditional degrees over online ones. Forty-one percent, however, said they would give "equal consideration to both types of degrees".

The Sloan Consortium, an organization funded by the Alfred P. Sloan Foundation to maintain and improve the quality of distance education, publishes regular reports on the state of United States distance education. In its 2006 report "Making the Grade: Online �ƹ��Ƶ in the United States, 2006," it stated that "in 2003, 57 percent of academic leaders rated the learning outcomes in online education as the same or superior to those in face-to-face. That number is now 62 percent, a small but noteworthy increase".

According to Steve Lohr's article in the New York Times, a major study was done in 2009 that was funded by the �ƹ��Ƶ Department. The collected research was from a 12 year period and concluded that online learning on average beat face-to-face teaching by a small but statistical margin. <rev>Lohr, Steve. "Second Thoughts On Web Classes." New York Times 13 Sept. 2010: 3 Academic Search Complete. Web. 12 Apr. 2015.</rev>

In some instances, an online degree may be effectively indistinguishable from a degree earned in a campus-based program. The instruction is often exactly the same, with the online degree containing no special designation. An example of this is the degree offered to Columbia University students who earn a degree through the Columbia Video Network (CVN) versus the campus-based program. The professors, courses, homework, tests, and eventual transcripts and diploma are identical to that of on-campus students. Another example is NYU-ePoly which offers Master's degrees completely online through New York University Tandon School of Engineering.

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Prevalence of online education

The National Center for �ƹ��Ƶ Statistics (NCES) conducted a distance education study based on the 2001-2002 academic year at United States 2-year and 4-year degree-granting institutions that were eligible for U.S. federal student aid. The study reported that 56 percent of institutions surveyed offered distance education courses. The study also found that public institutions were more likely to offer distance education than private institutions were.

The Sloan Consortium, based on data collected from over 2,200 U.S. colleges and universities, reports that nearly 3.2 million students took at least one online course during 2005 (a significant increase over the 2.3 million reported in 2004). According to the same report, about two-thirds of the largest institutions have fully online programs. In 2010, more than 6 million students were taking at least one course online. As of 2013, the number of students enrolled in online courses had risen to over 6.7 million.

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Financial aid

Until 2006, United States students enrolled in online degree programs were not eligible for federal student aid unless at least half of their programs were campus-based (a law established in 1992 and known as the 50-percent rule). In February 2006, that law was repealed, making federal student aid in the form of federal loans, grants, and work-study available in the U.S. for students enrolled in an eligible online degree program at an accredited Title IV-eligible institution.

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School Psychology - School Psychologist Degree Online

noreply@blogger.com (AmiSchool) — Wed, 21 Oct 2015 20:26:00 +0000

School Psychology is a field that applies principles of educational psychology, developmental psychology, clinical psychology, community psychology, and applied behavior analysis to meet children's and adolescents' behavioral health and learning needs in a collaborative manner with educators and parents. School psychologists are educated in psychology, child and adolescent development, child and adolescent psychopathology, education, family and parenting practices, learning theories, and personality theories. They are knowledgeable about effective instruction and effective schools. They are trained to carry out psychological testing and psychoeducational assessment, counseling, and consultation, and in the ethical, legal and administrative codes of their profession.

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Historical foundations

School psychology dates back to the beginning of American psychology in the late 19th and early 20th centuries. The field is tied to both functional and clinical psychology. School psychology actually came out of functional psychology. School psychologists were interested in childhood behaviors, learning processes, and dysfunction with life or in the brain itself. They wanted to understand the causes of the behaviors and their effects on learning. In addition to its origins in functional psychology, school psychology is also the earliest example of clinical psychology, beginning around 1890. While both clinical and school psychologists wanted to help improve the lives of children, they approached it in different ways. School psychologists were concerned with school learning and childhood behavioral problems, which largely contrasts the mental health focus of clinical psychologists.

Another significant event in the foundation of school psychology as it is today was the Thayer Conference. The Thayer Conference was first held in August 1954 in West Point, New York in Hotel Thayer. The 9 day-long conference was conducted by the American Psychological Association (APA). The purpose of the conference was to develop a position on the roles, functions, and necessary training and credentialing of a school psychologist. At the conference, forty-eight participants that represented practitioners and trainers of school psychologists discussed the roles and functions of a school psychologist and the most appropriate way to train them.
At the time of the Thayer Conference, school psychology was still a very young profession with only about 1,000 school psychology practitioners. One of the goals of the Thayer Conference was to define school psychologists. The agreed upon definition stated that school psychologists were psychologists who specialize in education and have specific knowledge of assessment and learning of all children. School psychologists use this knowledge to assist school personnel in enriching the lives of all children. This knowledge is also used to help identify and work with children with exceptional needs. It was discussed that a school psychologist must be able to assess and develop plans for children considered to be at risk. A school psychologist is also expected to better the lives of all children in the school; therefore, it was determined that school psychologists should be advisors in the planning and implementation of school curriculum. Participants at the conference felt that since school psychology is a specialty, individuals in the field should have a completed a two-year graduate training program or a four-year doctoral program. Participants felt that states should be encouraged to establish certification standards to ensure proper training. It was also decided that a practicum experience be required to help facilitate experiential knowledge within the field.

The Thayer Conference is one of the most significant events in the history of school psychology because it was there that the field was initially shaped into what it is today. Before the Thayer Conference defined school psychology, practitioners used seventy-five different professional titles. By providing one title and a definition, the conference helped to get school psychologists recognized nationally. Since a consensus was reached regarding the standards of training and major functions of a school psychologist, the public can now be assured that all school psychologists are receiving adequate information and training to become a practitioner.
It is essential that school psychologists meet the same qualifications and receive appropriate training nationwide. These essential standards were first addressed at the Thayer Conference. At the Thayer Conference some participants felt that in order to hold the title of a school psychologist an individual must have earned a doctoral degree. That is an issue that is still debated today and is the primary difference between the National Association of School Psychologists (NASP) and the American Psychological Association (APA). APA only recognizes doctoral degrees where as NASP approves school psychology specialist and doctoral programs that meet their standards.

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Social reform in the early 1900s

The late 19th century marked the era of social reforms directed at children. It was due to these social reforms that the need for school psychologists emerged. These social reforms included compulsory schooling, juvenile courts, child labor laws as well as a growth of institutions serving children. Society was starting to "change the 'meaning of children' from an economic source of labor to a psychological source of love and affection". Historian Thomas Fagan argues that the preeminent force behind the need for school psychology was compulsory schooling laws. Prior to the compulsory schooling law, only 20% of school aged children completed elementary school and only 8% completed high school. Due to the compulsory schooling laws, there was an influx of students with mental and physical defects who were required by law to be in school. There needed to be an alternative method of teaching for these different children. Between 1910 and 1914, schools in both rural and urban areas created small special education classrooms for these children. From the emergence of special education classrooms came the need for "experts" to help assist in the process of child selection for special education. Thus, school psychology was founded.

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Important contributors to the founding

Lightner Witmer

Lightner Witmer has been acknowledged as the founder of school psychology. Witmer was a student of both Wilhelm Wundt and James Mckeen Cattell. While Wundt believed that psychology should deal with the average or typical performance, Cattell's teachings emphasized individual differences. Witmer followed Cattell's teachings and focused on learning about each individual child's needs. Witmer opened the first psychological and child guidance clinic in 1896 at the University of Pennsylvania. Witmer's goal was to prepare psychologists to help educators solve children's learning problems, specifically those with individual differences. Witmer became an advocate for these special children. He was not focused on their deficits per se, but rather helping them overcome them, by looking at the individual's positive progress rather than all they still could not achieve. Witmer stated that his clinic helped "to discover mental and moral defects and to treat the child in such a way that these defects may be overcome or rendered harmless through the development of other mental and moral traits". He strongly believed that active clinical interventions could help to improve the lives of the individual children.

Since Witmer saw much success through his clinic, he saw the need for more experts to help these individuals. Witmer argued for special training for the experts working with exceptional children in special educational classrooms. He called for a "new profession which will be exercised more particularly in connection with educational problems, but for which the training of the psychologist will be a prerequisite".

As Witmer believed in the appropriate training of these school psychologists, he also stressed the importance of appropriate and accurate testing of these special children. The IQ testing movement was sweeping through the world of education after its creation in 1905. However, the IQ test negatively influenced special education. The IQ test creators, Lewis Terman and Henry Goddard, held a nativist view of intelligence, believing that intelligence was inherited and difficult if not impossible to modify in any meaningful way through education. These notions were often used as a basis for excluding children with disabilities from the public schools. Witmer argued against the standard pencil and paper IQ and Binet type tests in order to help select children for special education. Witmer's child selection process included observations and having children perform certain mental tasks.

Granville Stanley Hall

Another important figure to the origin of school psychology was Granville Stanley Hall. Rather than looking at the individual child as Witmer did, Hall focused more on the administrators, teachers and parents of exceptional children He felt that psychology could make a contribution to the administrator system level of the application of school psychology. Hall created the child study movement, which helped to invent the concept of the "normal" child. Through Hall's child study, he helped to work out the mappings of child development and focused on the nature and nurture debate of an individual's deficit. Hall's main focus of the movement was still the exceptional child despite the fact that he worked with atypical children.

Arnold Gesell

Bridging the gap between the child study movement, clinical psychology and special education, Arnold Gesell, was the first person in the United States to officially hold the title of school psychologist, Arnold Gesell. He successfully combined psychology and education by evaluating children and making recommendations for special teaching. Arnold Gesell paved the way for future school psychologists.

Gertrude Hildreth

Gertrude Hildreth was a psychologist with the Lincoln School at Teacher's College, Columbia then at Brooklyn College in New York. She authored many books including the first book pertaining to school psychology titled, "Psychological Service for School Problems" written in 1930. The book discussed applying the science of psychology to address the perceived problems in schools. The main focus of the book was on applied educational psychology to improve learning outcomes. Hildreth listed 11 problems that can be solved by applying psychological techniques, including: instructional problems in the classroom, assessment of achievement, interpretation of test results, instructional groupings of students for optimal outcomes, vocational guidance, curriculum development, and investigations of exceptional pupils.Hildreth emphasized the importance of collaboration with parents and teachers. She is also known for her development of the Metropolitan Readiness Tests and for her contribution to the Metropolitan Achievement test. In 1933 and 1939 Hildreth published a bibliography of Mental Tests and Rating Scales encompassing a 50-year time period and over 4,000 titles. She wrote approximately 200 articles and bulletins and had an international reputation for her work in education.

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USA

Unlike clinical psychology and counseling psychology, which often are doctoral-only fields, school psychology includes individuals with Master's (M.A., M.S., M.Ed.), Specialist (Ed.S. or SSP), Certificate of Advanced Graduate Studies (CAGS), and doctoral (Ph.D., Psy.D. or Ed.D.) degrees. In the past, a master's degree was considered the standard for practice in schools, but the National Association of School Psychologists currently recognizes the 60-credit-hour Specialist degree as the most appropriate level of training needed for entry-level school-based practice. According to the NASP Research Committee (NASP Research Committee, 2007), in 2004-05, 33% of school psychologists possessed master's degrees, 35% possessed Specialist (Ed.S. or SSP) degrees, and 32% possessed doctoral (Ph.D., Psy.D., or Ed.D.) degrees. A B.A. or B.S. is not sufficient.

School psychology training programs are housed in university schools of education or departments of psychology; in Specialist degree programs, the former typically results in an Ed.S. degree, while the latter results in an SSP degree. School psychology programs require courses, practica, and internships that cover the domains of:

Data-based decision-making and accountability;
Consultation and collaboration;
Effective instruction and development of cognitive/academic skills;
Socialization and development of life skills;
Student diversity in development and learning;
School and systems organization, policy development, and climate;
Prevention, crisis intervention, and mental health;
Home / school / community collaboration;
Research and program evaluation;
School psychology practice and development; and
Information technology Standards for Training and Field Placement, 2007.

Specialist-level training typically requires 3-4 years of graduate training including a 9-month (1200 hour) internship in a school setting. Doctoral-level training programs typically require 5-7 years of graduate training including a 12-month internship (1500+ hours), which may be in a school or other (e.g., medical) setting. Doctoral level training differs from specialist-level training in that it requires students to take more coursework in core psychology and professional psychology. In addition, doctoral programs typically require students to learn more advanced statistics, to be involved in research endeavors, and to complete a doctoral dissertation constituting original research.

Doctoral training programs may be approved by NASP and/or accredited by the American Psychological Association. In 2007, approximately 125 programs were approved by NASP, and 58 programs were accredited by APA. Another 11 APA-accredited programs were combined (clinical/counseling/school, clinical/school, or counseling/school) programs (American Psychological Association, 2007).

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Turkey

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School psychology services

School psychologists are experts in both psychology and education. They provide many services that include the educational, emotional, social, and behavioral challenges that many children, youth, and young adults experience (typically ages birth to age 21 years). Children are their primary clients but they also work collaboratively with teachers, school administrators, parents, and community services to best serve children. School psychologists provide intervention and treatment to reach goals. They assist with trauma and crisis; work with children, teachers, and families to deal with hurdles that are preventing success; educate and expand skills to cope with problems. They utilize prevention and early intervention to limit troubles in children's lives and in the school environment. School psychologists help create an equal and encouraging school, bring attention to mental health issues and develop ways to deal with issues individually and school-wide, they team up with teachers and parents to address effective behavior plans, and ensure acceptance and value of diversity. School psychologists administer assessments and address difficulties all students face in psychological, social, personal, emotional, and educational/learning development. They also review and revise techniques to deal with problems of students and in schools to maintain a good, safe setting. They provide consultation and case management by ensuring students' needs are met; speak out for students in and out of the school; make sure all people involved with the student are aware of the needs of the student, what resources are available, and how to get the services; aid in the communication between parents, schools, and community services; and modify achievement plans to best meet needs of student. School psychologists seek assistance from community services in mental health, health, and crisis response; educate the public, parents, and schools through trainings on issues facing students and schools. Finally, School Psychologists are experts in research. As noted by the National Association of School Psychologists (NASP, 2007) and the American Psychological Association (APA, 2007), school psychologists adhere to the scientist-practitioner framework and make decisions based on empirical research. School psychologists must be aware of and contribute to the study of the best approaches to helping students, families, and schools reach their goals. Although school psychologists understand that schools are important in the lives of young people, not all school psychologists are employed in schools. Many school psychologists, particularly those with doctoral degrees, practice in other settings, including clinics, hospitals, forensic settings, correctional facilities, universities, and independent practice (ABPP, n.d.).

Assessment

The rapid growth in diversity of school districts in the United States has proven that there is an increasing need for new guidelines and standards to be put into practice in able to provide nondiscriminatory assessment procedures to students. Although there is no clear-cut way to appropriately evaluate bias in the assessment of students who are culturally and linguistically diverse, the examiner must carefully consider each situation individually in order to develop an appropriate hypothesis that can be used in the testing procedure. In developing a hypothesis the school psychologist must eliminate any personal or professional bias that may affect their ability to make informative decisions based on the psychometric data obtained during the assessment process. Best practices prove that school psychologists who are culturally and linguistic competent are more effective in communicating to the individual or student in their native language and thus, eliminating the need for an interpreter. The use of standardized testing also must be taken into account when assessing those who are of minority and lower socioeconomic status since they are so culturally loaded. One must be able to recognize that the difference between the scores is not actually related to the ability or aptitude of the child, but to the incorrect interpretations that have been made based on the result of the scores and the significantly different standardized sample. Another important factor in nondiscriminatory assessment is the ability for a school psychologist to recognize the difference in a bilingual assessment and how to assess bilingual individuals. The apparent preference lies in using well-constructed, theoretically comprehensive, native language tests to non-native test takers rather than using limited and poor tests that are available in the test taker's native language.

Systems-level services

Although school psychologists are traditionally viewed as "gate-keepers" of special education due to their assessment work with individual students, school psychologists' roles have expanded as they are assuming leadership positions in schools by taking a more systemic approach to school psychology. School psychologists' expertise and knowledge in understanding human behavior, collaboration, collecting data and problem-solving are being recognized and called upon by schools in order to achieve legislative requirements and standards such as those mandated by Individuals with Disabilities �ƹ��Ƶ Improvement Act of 2004 (IDEA 2004) and No Child Left Behind Act of 2001 (NCLB) (Curtis, Castillo, & Cohen, 2009)[1]. At a systems-level, school psychologists collect data regarding school-wide practices such as reading programs, disciplinary methods, or social issues and make decisions to promote and affect the well-being of all students in the school system. When change occurs at the systems-level, children receive the best results because issues and problems are typically prevented before the problems have a chance to develop or are intervened early enough before problems get out of hand. Types of preventive measures include multi-cultural awareness programs, health initiatives, and anti-bullying policies.

One of the greatest challenges school psychologists face with systemic approaches is cooperation between schools and families. This is sometimes hard to achieve simply due to conflicting schedules, cultural differences, and lack of trust between schools and families. Leaders in the field of school psychology recognize the practical challenges that school psychologists face when striving for systems-level change and have highlighted a more manageable domain within a systems-level approach - the classroom . School psychologists offer many services to teachers and students on a classroom level. For example, school psychologists help develop classroom behavior modification plans and alternative teaching strategies. School psychologists are often consultants to teachers within the classroom level of systemic school psychological services.

Regardless of the level of intervention (individual, classroom, or system) promoting family-school collaboration is itself another example of a system service that school psychologists are striving to develop.

Improving the school climate can be one of the tasks of a school psychologist. School climate is consistently identified by researchers as a variable that is related to effectiveness of schools. Specifically, positive school climate is associated with several student outcomes including achievement, attendance, self-concept, and behavior. Therefore, school psychologists seek to improve school climate as a school-wide preventative approach rather than a reactive or remedial approach. Best practice proposes that school climate is first described and measured before a plan of action is developed and implemented. While efforts to improve school climate can be implemented at the national level with large-scale reform, or on a smaller scale at the individual school or district level, the strategies used to improve school climate need to be based on the individual strengths and weaknesses of each school.
School psychologists can play an integral part in promoting positive school climate within their schools and districts. In doing this, school psychologists should collaborate with other stakeholders including legislators, school leaders, school staff, students, and parents. Overall, it makes sense for school psychologists to devote considerable effort to monitoring and improving school climate for all children and youth because it has been shown to be an effective preventive approach.

Crisis intervention

Crisis intervention is an integral part of school psychology. School administrators view school psychologists as the school's crisis intervention "experts". Crisis events can significantly affect a student's ability to learn and function effectively. Many school crisis response models suggest that a quick return to normal rituals and routines can be helpful in coping with crises.

Consultation

Consultation is an important part of a school psychologist's career because it allows school psychologists to reach more children than using direct intervention techniques. Consultation is usually thought of as a triadic relationship with the school psychologist working with another individual in hopes of helping change many students behaviors/grades . The individual that school psychologists usually work with during consultation is a parent or teacher. School psychologists consult with parents to address learning and behavioral problems at home that can interfere with school progress. More frequently though school psychologists work with teachers during consultation to reach the many students in their classrooms [2]. School psychologists mainly consult teachers on developing and implementing classroom management techniques and implementing specific interventions for specific students. School psychologists also now consult with administrators on a systems-level. When working on a systems level, school psychologists generally do not just work with one person but instead works with multiple individuals to make changes and help students on a more broad level. This can be to develop school wide programs to combat bullying or improve the entire school's reading program.

Multicultural competence

Best practices for school psychologists are to be multiculturally competent when providing the 10 domains of practices and services. Through training and experiences, multicultural competence for school psychologists extends to race, ethnicity, social class, gender, religion, sexual orientation, disability, age, and geographic region . School psychologists realize the need to understand and accept their own cultural beliefs and values in order to understand the impact it may have when delivering services to clients and families [3]. For example, school psychologists ensure that students who are minorities, including African Americans, Hispanics, Asians, and Native Americans are being equally represented at the system level, in the classroom, and receiving special education services. School psychologists also work with teachers and educators to provide an integrated multicultural education classroom and curriculum that allows more students to be represented in learning. The types of services that school psychologists need to provide in order to be multiculturally competent are "culturally competent assessments and consultation services, social justice, sensitivity to ELL students, assessing cultural bias in tests, nondiscriminatory assessments and consultations, cultural literacy, culturally competent crisis response, disproportionality in special education, developing culturally sensitive prevention programs, culturally competent mental health services, and promoting home-school relationships with culturally diverse families" [4]. School psychologists need to use their skills, knowledge, and professional practices in promoting diversity and advocating for services for all students, families, teachers, and schools [5].

Intervention

School psychologists are becoming increasingly involved in the implementation of academic, behavioral, and social/emotional interventions within a school, often across a continuum of tiered supports. Schoolwide positive behavior supports (SWPBS) is a systematic approach that proactively promotes constructive behaviors in a school. These programs are designed to improve and support students' social, behavioral, and learning outcomes by promoting a positive school climate and providing targeted training to students and educators within a school. School psychologists are commonly involved in the implementation and monitoring of such programs. Teams are generally formed to address and evaluate existing policies, structures, and leadership roles. Commonly, teams will develop a set of goals to be adopted by the entire school community. To do so, teams are tasked with designing systems that address the needs of all students, including those who have repeated offenses. These systems and polices should convey clear behavior expectations and promote consistency among educators. Students should be continuously reinforced for positive behaviors. SWPBS systems set parameters for collecting data, evaluating the efficiency of systems, and establishing these practices within a school. School psychologists are commonly involved in the implementation and data collection processes. Data should be collected consistently to assess implementation effectiveness, screen and monitor student behavior, and develop or modify action plans.

As well as behavioral interventions and supports, school psychologists are often responsible for selecting and implementing academic interventions. In the 1990s, school psychology service delivery shifted towards a problem-solving focus, which is an approach aimed at developing interventions and ensuring outcomes. This was in contrast to the previous wait-to-fail model. This problem-solving approach is commonly referred to as the Response to Intervention (RTI) framework and is steadily becoming adopted by more and more schools. It is made up of a multi-tiered system of support that provides interventions and services to students with an increasing intensity based on severity of needs. [6] RTI necessitates that school psychologists be involved in the early identification of learning and behavioral difficulties and needs. School psychologists work collaboratively with teachers and other special education staff to determine what services and supports need to be implemented to best serve struggling students. RTI includes specific components to effectively ensure that all students are making adequate progress. Included is: 1) High quality instruction and behavioral support, 2) Well-researched, evidence-based interventions that are implemented with fidelity, 3) Continuous progress monitoring and data collection, 4) Continuous collaboration of an educational team, and 5) Parent involvement and participation. [7] These interventions can be conceptualized as a set of procedures and strategies designed to improve student performance with the intent of closing the gap between how a student is currently performing and the expectations of how they should be performing. Short term and long term interventions used within a problem-solving model must be evidence-based. This means the intervention strategies must have been evaluated by experimental or quasi-experimental research that utilized rigorous data analysis and peer review procedures to determine the effectiveness. Implementing evidence-based interventions for behavior and academic concerns requires significant training, skill development, and supervised practice. Linking assessment and intervention is critical for determining that the correct intervention has been chosen. School psychologists have been specifically trained to ensure that interventions are implemented with integrity to maximize positive outcomes for children in a school setting.

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Employment prospects in school psychology

The job prospects in school psychology in the US are excellent. The US Department of Labor cites employment opportunities in school psychology at both the specialist and doctoral levels as among the best across all fields of psychology (U.S. Dept. of Labor, 2006-07).

According to the NASP Research Committee (2007), 74% of school psychologists are female with an average age of 46. In 2004-05, average earnings for school practitioners ranged from $56,262 for those with a 180-day annual contract to $68,764 for school psychologists with a 220-day contract. In 2009-10, average earnings for school practitioners ranged from $64,168 for those with a 180-day annual contract to $71,320 for school psychologists with a 200-day contract. For university faculty in school psychology, the salary estimate is $77,801. http://www.nasponline.org/about_sp/salaryinfo.aspx

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Worldwide

The role of a school psychologist in the United States and Canada may differ considerably from the role of a school psychologist elsewhere. Especially in the United States, the role of school psychologist has been closely linked to public law for education of students with disabilities. In most other nations, this is not the case. Despite this difference, many of the basic functions of a school psychologist, such as consultation, intervention, and assessment are shared by most school psychologists worldwide.
It is difficult to estimate the number of school psychologists worldwide. Recent surveys indicate there may be around 76,000 to 87,000 school psychologists practicing in 48 countries, including 32,300 in the United States and 3,500 in Canada. Following the United States, Turkey has the next largest estimated number of school psychologists (11,327), followed by Spain (3,600), and then both Canada and Japan (3,500 each).

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Journals and other publications

Canadian Journal of School Psychology
International Journal of School & �ƹ��Ƶal Psychology
School Psychology International
Psychology in the Schools
The School Psychologist
Journal of Psychoeducational Assessment
School Psychology Quarterly
School Psychology Review
School Psychology Forum: Research in Practice
NASP Communiqué

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Registered Nurse - Online School For Nursing Rn

noreply@blogger.com (AmiSchool) — Wed, 21 Oct 2015 16:26:00 +0000

A registered nurse (RN) is a nurse who has graduated from a nursing program and met the requirements outlined by a country or state licensing body in order to obtain a nursing license. An RN's scope of practice is determined by local legislation governing nurses, and usually regulated by a professional body or council.

Registered nurses are employed in a wide variety of professional settings, often specializing in their field of practice. They may be responsible for supervising care delivered by other healthcare workers including enrolled nurses, licensed practical nurses, unlicensed assistive personnel, nursing students, and less-experienced RNs.

Registered nurses must usually meet a minimum practice hours requirement and undertake continuing education in order to maintain their registration. Furthermore, there is often a requirement that an RN remain free from serious criminal convictions.

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History

The registration of nurses by nursing councils or boards began in the early twentieth century. New Zealand registered the first nurse in 1901 with the establishment of the Nurses Registration Act. Nurses were required to complete three years of training and pass a state-administered examination. Registration ensured a degree of consistency in the education of new nurses, and the title was usually protected by law. After 1905 in California, for example, it became a misdemeanour to claim to be an RN without a certificate of registration.

Registration acts allowed authorities a degree of control over who was admitted to the profession. Requirements varied by location, but often included a stipulation that the applicant must be "of good moral character" and must not have mental or physical conditions that rendered them unable to practice.

As nursing became more of an international profession, with RNs travelling to find work or improved working conditions and wages, some countries began implementing standardized language tests (notably the International English Language Testing System).

Online School For Nursing Rn Video

By nation

Australia

Nursing registration in Australia has been at a national level since 2010, since the inception of the Nursing and Midwifery Board of Australia (NMBA), which forms part of the Australian Health Practitioners Registration Authority (AHPRA). Prior to 2010, Nursing registration in Australia was administered individually by each state and territory.

The title 'Registered Nurse' (also known in the state of Victoria as a 'Division 1 Nurse') is granted to a Nurse who has successfully completed a board approved course in the field of nursing, as outlined by education and registration standards defined by the NMBA. Registered Nurses are also required to meet certain other standards in order to fulfil registration standards as outlined by the NMBA, and these can include continuing professional development, recency of practice, criminal history checks and English language competency.

�ƹ��Ƶal requirements for an entry level Registered Nurse are at the level of bachelor's degree in Australia, and can range in two to four years in length with three years being the national average. Some universities offer a two-year 'fast track' bachelor's degree, whereby a students study three years worth of coursework compressed in a two-year period. This is made possible by reducing summer and winter semester breaks and utilising three semesters per year compared to two. Some universities also offer combined degrees which allow the graduate to exit the program with a Masters in Nursing, e.g.: Bachelor of Science/Master of Nursing, and these are generally offered over a four-year period.

Postgraduate Nursing education is widespread in Australia and is encouraged by employing bodies such as state health services (e.g. New South Wales Health). There are many varying courses and scholarships available which provide a bachelor level Registered Nurse the opportunity to 'up-skill' and assume an extended scope of practice. Such courses are offered at all levels of the post graduate spectrum and range from Graduate Certificate to master's degree and provide a theoretical framework for a bachelor level Registered nurse to take up an advanced practice position such as Clinical Nurse Specialist (CNS), Clinical Nurse Consultant (CNC) and Nurse Practitioner (NP).

Canada

In all Canadian provinces except Quebec, new registered nurses are required to have a Bachelor of Science in Nursing. This is either achieved through a four-year university (or collaborative) program or through a bridging program for registered practical nurses or licensed practical nurses. Some universities also offer compressed programs for applicants already holding a bachelor's degree in another field.

United Kingdom

United States

There are approximately 3.1 million active registered nurses in the United States. There, a registered nurse is a clinician who has completed at least an associate degree in nursing or a hospital-based diploma program. The RN has successfully completed the NCLEX-RN examination for initial licensure. Associate degrees in nursing frequently take three years to complete because of the increased volume of undergraduate coursework related to the profession of nursing. Bachelor of Science in Nursing degrees include more thorough coursework in leadership and community health.

Specialty certification is available through organizations such as the American Nurses Credentialing Center, a subsidiary of the American Nurses Association. After meeting the eligibility requirements and passing the appropriate specialty certification exam, the designation of Registered Nurse - Board Certified (RN-BC) credential is granted.

www.tamiu.edu

Economics

As of 2011, there are 2.24 million registered nurses in China. In 2008 the United States had approximately three million nurses and Canada had just over 250,000. In the US and Canada this works out to approximately eight nurses per 1000 people. According to the Bureau of Labor Statistics, the job growth rate of registered nurses is 24%, well above the national average of 14%. The highest paid registered nurses in the United States are in California. California cities often comprise the top five highest paying metropolitan areas for registered nurses in the country.

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William James College - School Psychology Online Programs

noreply@blogger.com (AmiSchool) — Wed, 21 Oct 2015 12:26:00 +0000

William James College, formerly Massachusetts School of Professional Psychology (MSPP), is a graduate college of psychology founded in 1974 in the Boston, Massachusetts neighborhood of West Roxbury. The school relocated to the neighboring town of Newton in 2012. With nearly 700 students, William James College offers seventeen graduate academic degree programs and one academic graduate certificate across four departments: Clinical Psychology, Counseling Psychology, Organizational and Leadership Psychology, and School Psychology. William James College has three centers: The Brenner Center for Psychological Assessment and Testing, The Freedman Center, and The Lucero Center for Latino Mental Health.

online.missouri.edu

�ƹ��Ƶal approach

William James College uses an experiential education model, which combines academic instruction with supervised clinical experience. Students are in the field beginning in the first year, and are placed in various local field facilities including social service agencies, schools, hospitals, community mental health centers, child guidance clinics, court clinics, college counseling centers, private agencies and corporate settings.

School Psychology Online Programs Video

Specialty areas

The Lucero Latino Mental Health Training Program is a concentration open to students from many of the graduate programs, specializing in the specific mental health needs of Latino patients or clients. The Dr. Cynthia Lucero Center, which sponsors the concentration in Latino Mental Health, was founded by the friends and family of the late Dr. Cynthia Lucero, a graduate of William James College. Lectures and scholarships in Cynthia's memory are also sponsored by the Lucero Center. The academic concentration provides relevant coursework and summer immersion programs in Costa Rica and Ecuador focused on improving Spanish language skills and exposure to Latino cultures through community service mental health work.

One distinguishing William James College program is designed to "train vets to treat vets". In 2011, William James College was awarded a grant from the Commonwealth of Massachusetts, working to recruit veterans and train them to meet the mental health needs of their fellow service men and women. William James College participates in the Veteran's Administration Yellow Ribbon Program and provides matching grant assistance to eligible veterans.

William James College also has special training programs in child and adolescent mental health.

schoolinforme.blogspot.com

Academic programs

Clinical Psychology

Clinical Psychology PsyD

Counseling Psychology

Counseling Psychology, MA
Counseling Psychology and Community Mental Health, MA
Counseling and Health Psychology, MA
Forensic and Counseling Psychology, MA (Blended)
Counseling Psychology and Global Mental Health, MA
Counseling Psychology in Expressive Arts Therapy, MA
Counseling Psychology in Couples and Family Therapy, MA

Organizational and Leadership Psychology

Leadership Psychology, PsyD (Blended). See also an explanation of Leadership Psychology
Applied Psychology: Higher �ƹ��Ƶ Student Personnel Administration, MA (Online)
Organizational Psychology, MA (Blended, Online)
Executive Coaching, Graduate Certificate (Blended)

School Psychology

School Psychology, PsyD
School Psychology, MA/CAGS

schoolinforme.blogspot.com

Accreditation

William James College is accredited by the American Psychological Association (APA) and the New England Association of Schools and Colleges (NEASC). The MA/CAGS in School Psychology is an approved program by the National Association of School Psychologists (NASP).

www.rider.edu

Continuing and community education

William James College offers professional continuing education for psychologists, social workers, nurses, mental health counselors, school psychologists, counselors, other mental health professionals, educators, businessmen and women, psychotherapists, and the community.

In addition, the Freedman Center for Child and Family Development, offers courses for parents.

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Harvard Graduate School Of �ƹ��Ƶ - Top Schools For Masters In �ƹ��Ƶ

noreply@blogger.com (AmiSchool) — Wed, 21 Oct 2015 08:26:00 +0000

The Harvard Graduate School of �ƹ��Ƶ (HGSE) is one of the graduate schools of Harvard University, and is one of the top schools of education in the United States. It was founded in 1920, the same year it invented the Ed.D. degree.

It offers three doctoral programs: the Doctor of Philosophy in �ƹ��Ƶ (Ph.D.), the Doctor of �ƹ��Ƶ (Ed.D.) and the Doctor of �ƹ��Ƶal Leadership (Ed.L.D.). The Ph.D. program replaces the Ed.D. program, which enrolled its final cohort of students in fall 2013. HGSE also offers thirteen masters programs. These include Arts in �ƹ��Ƶ, �ƹ��Ƶ Policy and Management, Higher �ƹ��Ƶ, International �ƹ��Ƶ Policy, Special Studies, Technology Innovation and �ƹ��Ƶ, Teacher �ƹ��Ƶ, Mind, Brain and �ƹ��Ƶ, Prevention Science and Practice, School Leadership, Human Development and Psychology, Language and Literacy, and Learning and Teaching.

Led by Dean James E. Ryan, the mission of HGSE is to prepare leaders in education and to generate knowledge to improve student opportunity, achievement, and success. It seeks to accomplish this mission by operating at the nexus of practice, policy, and research.

It is associated with the Harvard �ƹ��Ƶ Publishing Group whose imprint is the Harvard �ƹ��Ƶ Press and publishes the Harvard �ƹ��Ƶal Review.

www.bestvalueschools.com

Notable people

See also: Harvard University people

Current faculty members

Howard Gardner, John H. and Elisabeth A. Hobbs Professor of Cognition and �ƹ��Ƶ
Thomas Kane, Professor of �ƹ��Ƶ
Robert Kegan William and Miriam Meehan Professor in Adult Learning and Professional Development
Sara Lawrence-Lightfoot, Emily Hargroves Fisher Professor of �ƹ��Ƶ
Jerome Murphy, Harold Howe II Professor of �ƹ��Ƶ
Fernando Reimers, Ford Foundation Professor of �ƹ��Ƶ
Julie Reuben, Professor of �ƹ��Ƶ
John B. Willett, Charles William Eliot Professor of �ƹ��Ƶ
Richard Murnane, Juliana W. and William Foss Thompson Professor of �ƹ��Ƶ and Society

Past faculty members

Lawrence Kohlberg
Carol Gilligan
Gerald S. Lesser (1926-2010), psychologist who played a major role in developing the educational programming included in Sesame Street.
Israel Scheffler
Patricia Graham, Professor of �ƹ��Ƶ
Kathleen McCartney, former dean, Gerald S. Lesser Professor in Early Childhood �ƹ��Ƶ, current Smith College president
Charles V. Willie, Charles William Eliot Professor of �ƹ��Ƶ, Emeritus

Alumni (master's and doctoral)

Neal Baer, executive producer, Law and Order: SVU; former executive producer and writer, ER
Antonio Buehler, alternative education entrepreneur and civil liberties activist battling police corruption, Founder of Abrome, Founder of Peaceful Streets Project
Nínive Clements Calegari, CEO of 826 National and founding executive director of 826 Valencia
Geoffrey Canada, founder, Harlem Children's Zone
Joanne V. Creighton, president of Mount Holyoke College
Elizabeth Dole, former United States Senator from North Carolina and wife of Bob Dole
Carl Gershman, President of the National Endowment for Democracy
Jason Kamras, 2005 National Teacher of the Year
Timothy Lannon, President of Creighton University
James McGreevey, former New Jersey state governor
Martha Minow, dean, Harvard Law School
Jodi Picoult, American Author
Theodore Sizer, former dean, Harvard Graduate School of �ƹ��Ƶ; former headmaster, Phillips Andover Academy
Anne Sweeney, president, Disney-ABC Television Group
Michael Johnston, Colorado state senator, co-founder of New Leaders for New Schools
Robyn Ochs, bisexual and LGBT rights activist, speaker
Kelly Qualman, co-founder of the Acera School in Winchester, Massachusetts

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Human Services - Online Schools For Human Services

noreply@blogger.com (AmiSchool) — Wed, 21 Oct 2015 04:26:00 +0000

Human services is an interdisciplinary and applied social science discipline that involves the study of social technologies (practice methods, models, and theories), service technologies (programs,organizations, and human systems), and social innovations that are designed to ameliorate problems and enhance the quality of life of individuals, families and communities. The mission of human services is to promote a practice that involves simultaneously working at all levels of society (whole-person approach) in the process of promoting the autonomy of individuals or groups,making informal or formal human services systems more efficient and effective, and advocating for positive social change within society.

Human services practitioners strive to advance the autonomy of service users through civic engagement, education, health promotion and social change at all levels of society. Practitioners also engage in advocating so human systems remain accessible, integrated, efficient and effective.

Human services academic programs can be readily found in colleges and universities, which award degrees at the associate, baccalaureate, and graduate levels. Human services programs exist in countries all around the world.

www.bestvalueschools.com

History

United States

Human services has its roots in charitable activities of religious and civic organizations that date back to the Colonial period. However, the academic discipline of human services did not start until the 1960s. At that time, a group of college academics started the new human services movement and began to promote the adoption of a new ideology about human service delivery and professionalism among traditional helping disciplines. The movement's major goal was to make service delivery more efficient, effective, and humane. The other goals dealt with the reeducation of traditional helping professionals (interprofessional education), to have a greater appreciation of the individual as a whole person (humanistic psychology) and to be accountable to the communities they serve (postmodernism). Furthermore, professionals would learn to take responsibility at all levels of government, use systems approaches to consider human problems, and be involved in progressive social change.

Traditional academic programs such as education, nursing, social work, law and medicine were resistant to the new human services movement's ideology because it appeared to challenge their professional status. Changing the traditional concept of professionalism involved rethinking consumer control and the distribution of power. The new movement also called on human service professionals to work for social change. It was proposed that the reduction of the monopolistic control of professionals could result in democratization of knowledge and would lead to professionals advocating on behalf of clients and communities against professional establishments. The movement also hoped that human service delivery systems would become integrated, comprehensive, and more accessible, which would make them more humane for service users. Ultimately, the resistance from traditional helping professions served as the impetus for a group of educators in higher education to start the new academic discipline of human services.

Some maintain that the human services discipline has a concrete identity as a profession that supplements and complements other traditional professions. Yet other professionals and scholars have not agreed upon an authoritative definition for human services.

Online Schools For Human Services Video

Academic programs

United States

Development

Chenault and Burnford argued that human services programs must educate and train students at the graduate or postgraduate level if human services hoped to be considered a professional discipline. A progressive graduate human services program was established by Audrey Cohen (1932-1996), who was considered an innovative educator for her time. The Audrey Cohen College of Human Services, now called the Metropolitan College of New York, offered one of the first graduate programs in 1974. In the same time period, Springfield College in Massachusetts became a major force in preserving human services as an academic discipline. Currently, Springfield College is one of the oldest and largest human services program in the United States.

Manpower studies in the 1960s and 70s had shown that there would be a shortage of helping professionals in an array of service delivery areas. In turn, some educators proposed that the training of nonprofessionals (e.g., mental health technicians)could bridge this looming personnel shortage. One of the earliest educational initiatives to develop undergraduate curricula was undertaken by the Southern Regional �ƹ��Ƶ Board (SREB), which was funded by the National Institute on Health. Professionals of the SREB Undergraduate Social Welfare Manpower Project helped colleges develop new social welfare programs, which later became known as human services. Some believed that community college human services programs were the most expedient way to train paraprofessionals for direct service jobs in areas such as mental health. Currently, a large percentage of human services programs are run at the community college level.

The development of community college human services programs was supported with government funding that was earmarked for the federal new careers initiatives. In turn, the federally funded New Careers Program was created to produce a nonprofessional career track for economically disadvantaged, underemployed, and unemployed adults as a strategy to eradicate poverty within society and to end a critical shortage of health-care personnel. Graduates from these programs successfully acquired employment as paraprofessionals, but there were limitations to their upward mobility within social service agencies because they lacked a graduate or professional degree.

Current programs

Currently, there are academic programs in human services at the associate, baccalaureate, and graduate levels. There are approximately 600 human services programs throughout the United States. An online directory of human services programs lists many (but not all) of the programs state by state in conjunction with their accreditation status from the Council of Standards for Human Services �ƹ��Ƶ (CSHSE).

The CSHSE offers accreditation for human services programs in higher education. The accreditation process is voluntary and labor-intensive; it is designed to assure the quality, consistency, and relevance of human service education through research-based standards and a peer-review process. According to the CSHSE's webpage there are only 43 accredited human services programs in the United States. The Standards for each level of degree accredited by CSHSE can be obtained by clicking on the following links:

National Standards for Associate Degree in Human Services
National Standards for a Baccalaureate Degree in Human Services
National Standards for a Masters Degree in Human Services

Human services curricula are based on an interdisciplinary knowledge foundation that allows students to consider practical solutions from multiple disciplinary perspectives. Across the curriculum human services students are often taught to view human problems from a socioecological perspective (developed by Urie Bronfenbrenner) that involves viewing human strengths and problems as interconnected to a family unit, community, and society. This perspective is considered a "whole-person perspective". Overall, undergraduate programs prepare students to be human services generalists while master's programs prepare students to be human services administrators, and doctoral programs prepare students to be researcher-analysts and college-level educators. Research in this field focuses on an array of topics that deal with direct service issues, case management, organizational change, management of human service organizations, advocacy, community organizing, community development, social welfare policy, service integration, multiculturalism, integration of technology, poverty issues, social justice, development, and social change strategies.

www.slideshare.net

Certification and continuing education

United States

The Center for Credentialing & �ƹ��Ƶ (CCE) conceptualized the Human Services-Board Certified Practitioner (HS-BCP) credential with the assistance of the National Organization for Human Services (NOHS) and the Council for Standards in Human Service �ƹ��Ƶ (CSHSE). The credential was created for human services practitioners seeking to advance their careers by acquiring independent verification of their practical knowledge and educational background.

Graduates from human services programs can obtain a Human Services Board Certified Practitioner (HS-BCP) credential offered by the Center for Credentialing & �ƹ��Ƶ (CCE). The HS-BCP certification ensures that human services practitioners offer quality services, are competent service providers, are committed to high standards, and adhere to the NOHS Ethical Standards of Human Service Professionals, as well as to help solidify the professional identity of human services practitioners. HS-BCPE Experience Requirements for the certification: HS-BCP applicants must meet post-graduation experience requirements to be eligible to take the examination. However, graduates of a CSHSE accredited degree program may sit for the HS-BCP exam without verifying their human services work experience. Otherwise experience requirements for candidates not from a CSHSE accredited program are as follows: Associate degree with post degree experience requires three years, including a minimum of 4,500 hours; Bachelor's Degree with post degree experience requires two years, including a minimum of 3,000 hours; Master's or Doctorate with post degree experience requires one year,including a minimum of 1,500 hours.

The HS-BCP exam is designed to verify a candidate's human services knowledge. The exam was created as a collaborative effort of human services subject-matter experts and normed on a population of professionals in the field. The HS-BCP exam covers the following areas:

Assessment, treatment planning, and outcome evaluation
Theoretical orientation/interventions
Case management, professional practice, and ethics
Administration, program development/evaluation, and supervision

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Employment outlook

United States

Currently, the three major employment roles played by human services graduates include providing direct service, performing administrative work, and working in the community. According to the Occupational Outlook Handbook, published by the US Department of Labor, the employment of human service assistants is anticipated to grow by 34% through 2016, which is faster than average for all occupations. There will also be excellent job opportunities for individuals with post-secondary degrees. But salaries remain low, which might reflect employers' lack of understanding of the human services profession.

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Professional organizations

North America

There are several different professional human services organizations for professionals, educators, and students to join across North America.

United States

The National Organization for Human Services (NOHS) is a professional organization open to educators, professionals, and students interested in current issues in the field of human services. NOHS sponsors an annual conference in different parts of the United States. In addition, there are four independent human services regional organizations: (a) Mid-Atlantic Consortium for Human Services, (b) Midwest Organization for Human Services, (c) New England Organization for Human Service, and the (d) Northwest Human Services Association. All of the regional organizations are also open to educators, professionals, students and each regional organization has an annual conference in different locations throughout their region.

Human services special interest groups also exist within the American Society for Public Administration (ASPA) and the American �ƹ��Ƶal Research Association (AERA). The ASPA subsection is named the Section on Health and Human Services Administration and its purpose is to foster the development of knowledge, understanding and practice in the fields of health and human services administration and to foster professional growth and communication among academics and practitioners in these fields. Fields of health and human services administration share a common and unique focus on improving the quality of life through client-centered policies and service transactions.

The AERA special interest group is named the �ƹ��Ƶ, Health and Human Service Linkages. Its purpose is to create a community of researchers and practitioners interested in developing knowledge about comprehensive school health, school linked services, and initiatives that support children and their families. This subgroup also focuses on interpersonal collaboration, integration of services, and interdisciplinary approaches. The group's interests encompass interrelated policy, practice, and research that challenge efforts to create viable linkages among these three distinct areas.

The American Public Human Services Association (APHSA) is a nonprofit organization that pursues distinction in health and human services by working with policymakers, supporting state and local agencies, and working with partners to promote innovative, integrative and efficient solutions in health and human services policy and practice. APHSA has individual and student memberships.

Canada

The Canadian Institute for Human Services is an advocacy, education and action-research organization for the advancement of health equity, progressive education and social innovation. The institute collaborates with researchers, field practitioners, community organizations, socially conscious companies--along with various levels of government and educational institutions--to ensure that the Canadian health and human services sector remains accountable to the greater good of Canadian civil society rather than short-term professional, business or economic gains

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Broward Virtual �ƹ��Ƶ High - Broward County Online School

noreply@blogger.com (AmiSchool) — Wed, 21 Oct 2015 00:26:00 +0000

Broward Virtual School (BVS) offers full-time and part-time enrollment to students in grades K-12 through an online educational delivery system. Home educated students in grades 6-12 may enroll part-time as well. BVS offers students the opportunity to earn a standard high school diploma entirely online. BVS has been designated an "A" school by the Florida Department of �ƹ��Ƶ .

Broward Virtual School is a franchise partner of Florida Virtual School for middle and high school curriculum. BVS is among the top performing Florida Virtual School franchise in Florida. BVS partners with K12 Inc. for its elementary school program. As a component of The School Board of Broward County, Broward Virtual School is fully accredited by the Southern Association of Colleges and Schools (SACS) and Commission on International and Trans-Regional Accreditation (CITA). The BVS administrative office is located in Coconut Creek, Florida inside Coconut Creek High School. BVS operates under the provisions of Florida Statutes 1002.37 and 1002.455.

www.bved.net

Extracurricular activities for full-time students

Broward Teen News Internships
National Honor Society
National Junior Honor Society
Key Club
Florida Future Educators of America
Student talent show
Field trips
Academic competitions
College planning seminars
Junior and Senior prom
Formal graduation ceremony for seniors

Broward County Online School Video

Notable alumni

Lexi Thompson (Class of 2012, Ladies Professional Golf Association Member)

millenniumstars.org

Demographics

As of 2011, the total student enrollment was 459. The ethnic makeup of the school was 63% White, 9% Black, 20% Hispanic, 3% Asian or Pacific Islander, 3% Multiracial, and 1% Native American or Native Alaskan.

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Master Of Business Administration - Graduate School Mba

noreply@blogger.com (AmiSchool) — Tue, 20 Oct 2015 20:26:00 +0000

The master of business administration (MBA or M.B.A.) is a master's degree in business administration (management). The MBA degree originated in the United States in the early 20th century when the country industrialized and companies sought scientific approaches to management. The core courses in an MBA program cover various areas of business such as accounting, finance, marketing, human resources and operations in a manner most relevant to management analysis and strategy. Most programs also include elective courses.

The MBA is a terminal degree and a professional degree. Accreditation bodies specifically for MBA programs ensure consistency and quality of education. Business schools in many countries offer programs tailored to full-time, part-time, executive, and distance learning students, many with specialized concentrations.

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History

The first graduate school of business in the United States was the Tuck School of Business at Dartmouth College. Founded in 1900, it conferred the first advanced degree in business, specifically, a Master of Science in Commerce, the predecessor to the MBA.

The Harvard Graduate School of Business Administration established the first MBA program in 1908, with 15 faculty members, 33 regular students, and 47 special students. Its first-year curriculum was based on Frederick Winslow Taylor's scientific management. The number of MBA students at Harvard increased quickly, from 80 in 1908, over 300 in 1920, and 1070 in 1930. At this time, only American universities offered MBAs. Other countries preferred that people learned business on the job.

Other milestones include:

1930: First management and leadership education program for executives and mid-career experienced managers (the Sloan Fellows Program at the Massachusetts Institute of Technology).
1943: First Executive MBA (EMBA) program for working professionals at the University of Chicago Booth School of Business. Chicago was also the first business school to establish permanent campuses on three continents in Chicago (USA), Barcelona (Europe) and Singapore (Asia). Most business schools today offer a global component to their executive MBA. Since the program was established, the school has moved its campuses and is now based in Chicago, London and Hong Kong.
1946: First MBA focused on global management at Thunderbird School of Global Management.
1950: First MBA outside of the United States, in Canada (Richard Ivey School of Business at The University of Western Ontario), followed by the University of Pretoria in South Africa in 1951.
1955: First MBA offered at an Asian school at the Institute of Business Administration Karachi at the University of Karachi in Pakistan, in collaboration with the Wharton School of the University of Pennsylvania.
1957: First MBA offered at a European school (INSEAD).
1986: First MBA program requiring every student to have a laptop computer in the classroom at the Roy E. Crummer Graduate School of Business at Rollins College (Florida). Beginning with the 1992-1993 academic year, Columbia Business School required all incoming students to purchase a laptop computer with standard software, becoming the first business school to do so.
1994: First online executive MBA program at Athabasca University (Canada).

The MBA degree has been adopted by universities worldwide in both developed and developing countries.

Graduate School Mba Video

Accreditation

United States

Business school or MBA program accreditation by external agencies provides students and employers with an independent view of the school or program's quality, as well as whether the curriculum meets specific quality standards. The three major accrediting bodies in the United States are:

Association to Advance Collegiate Schools of Business (AACSB),
Accreditation Council for Business Schools and Programs (ACBSP), and
International Assembly for Collegiate Business �ƹ��Ƶ (IACBE).

All of these groups also accredit schools outside the US. The AACSB, the ACBSP, and the IACBE are themselves recognized in the United States by the Council for Higher �ƹ��Ƶ Accreditation (CHEA). MBA programs with specializations for students pursuing careers in healthcare management also eligible for accreditation by the Commission on the Accreditation of Healthcare Management �ƹ��Ƶ (CAHME).

US MBA programs may also be accredited at the institutional level. Bodies that accredit institutions as a whole include:

Middle States Association of Colleges and Schools (MSA),
New England Association of Schools and Colleges (NEASC),
Higher Learning Commission of the North Central Association of Colleges and Schools (HLC),
Northwest Commission on Colleges and Universities (NWCCU),
Southern Association of Colleges and Schools (SACS), and
Western Association of Schools and Colleges (WASC).

Other countries

Accreditation agencies outside the United States include the Association of MBAs (AMBA), a UK-based organization that accredits MBA, DBA and MBM programs worldwide, government accreditation bodies such as the All India Council for Technical �ƹ��Ƶ (AICTE), which accredits MBA and Postgraduate Diploma in Management (PGDM) programs across India. Some of the leading bodies in India that certify MBA institutions and their programs are the All India Council for Technical �ƹ��Ƶ (AICTE) and the University Grants Commission (UGC). A distance MBA program needs to be accredited by the Distance �ƹ��Ƶ Council (DEC) in India. The Council on Higher �ƹ��Ƶ (CHE) in South Africa, the European Foundation for Management Development operates the European Quality Improvement System (EQUIS) for mostly European, Australian, New Zealand and Asian schools, the Foundation for International Business Administration Accreditation (FIBAA), and Central and East European Management Development Association (CEEMAN) in Europe.

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Programs

Two-year (Full-Time) MBA programs normally take place over two academic years (i.e. approximately 18 months of term time). For example, in the Northern Hemisphere, they often begin in late August/September of year one and continue until May of year two, with a three- to four-month summer break in between years one and two. Students enter with a reasonable amount of prior real-world work experience and take classes during weekdays like other university students. A typical Full-time, accelerated, part-time or modular MBA requires 60 credits (600 class hours) of graduate work.

Accelerated MBA programs are a variation of the two-year programs. They involve a higher course load with more intense class and examination schedules and are usually condensed into one year. They usually have less 'down time' during the program and between semesters. For example, there is no three to four-month summer break, and between semesters there might be seven to ten days off rather than three to five weeks vacation. Accelerated programs typically have a lower cost than full-time two-year programs.

Part-Time MBA programs normally hold classes on weekday evenings, after normal working hours, or on weekends. Part-time programs normally last three years or more. The students in these programs typically consist of working professionals, who take a light course load for a longer period of time until the graduation requirements are met.

Evening (Second Shift) MBA programs are full-time programs that normally hold classes on weekday evenings, after normal working hours, or on weekends for a duration of two years. The students in these programs typically consist of working professionals, who can not leave their work to pursue a full-time regular shift MBA. Most second shift programs are offered at universities in India.

Modular MBA programs are similar to part-time programs, although typically employing a lock-step curriculum with classes packaged together in blocks lasting from one to three weeks.

Executive MBA (EMBA) programs developed to meet the educational needs of managers and executives, allowing students to earn an MBA (or another business-related graduate degree) in two years or less while working full-time. Participants come from every type and size of organization - profit, nonprofit, government - representing a variety of industries. EMBA students typically have a higher level of work experience, often 10 years or more, compared to other MBA students. In response to the increasing number of EMBA programs offered, The Executive MBA Council was formed in 1981 to advance executive education.

Full-time executive MBA programs are a new category of full-time 1 year MBA programs aimed at professionals with approx. 5 years or more. They are primarily offered in countries like India where the 2-year MBA program is targeted at fresh graduates with no experience or minimal experience. These full-time executive MBA programs are similar to 1 year MBA programs offered by schools like Insead and IMD.

Distance learning MBA programs hold classes off-campus. These programs can be offered in a number of different formats: correspondence courses by postal mail or email, non-interactive broadcast video, pre-recorded video, live teleconference or videoconference, offline or online computer courses. Many schools offer these programs.

Blended learning programs combine distance learning with face-to-face instruction. These programs typically target working professionals who are unable to attend traditional part-time programs.

MBA dual degree programs combine a MBA with others (such as an MS, MA, or a JD, etc.) to let students cut costs (dual programs usually cost less than pursuing 2 degrees separately), save time on education and to tailor the business education courses to their needs. This is generally achieved by allowing core courses of one program count as electives in the other. Some business schools offer programs in which students can earn both a bachelor's degree in business administration and an MBA in five years.

Mini-MBA is a term used by many non-profit and for-profit institutions to describe a training regimen focused on the fundamentals of business. In the past, Mini-MBA programs have typically been offered as non-credit bearing courses that require less than 100 hours of total learning. However, due to the criticisms of these certificates, many schools have now shifted their programs to offer courses for full credit so that may be applied towards a complete traditional MBA degree. This is to allow students to verify business related coursework for employment purposes and still allow the option complete a full-time MBA degree program at a later period if they elect to do so.

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Admissions criteria

Many programs base their admission decisions on a combination of undergraduate grade point average, academic transcripts, entrance exam scores, a résumé containing significant work experience, essays, letters of recommendation, and personal interviews. Some schools are also interested in extracurricular activities, community service activities or volunteer work, and how the student can improve the school's diversity and contribute to the student body as a whole. The Graduate Management Admission Test (GMAT) is the most prominently used entrance exam for admissions into MBA programs. The Graduate Record Examination (GRE) is also accepted by almost all MBA programs in order to fulfill any entrance exam requirement they may have. Some schools do not weigh entrance exam scores as heavily as other criteria, and some programs do not require entrance exam scores for admission. In order to achieve a diverse class, business schools also consider the target male-female ratio and local-international student ratios. In rare cases, some MBA degrees do not require students to have an undergraduate degree and will accept significant management experience in lieu of an undergraduate degree. In the UK, for example an HND or even HNC is acceptable in some programs.

Depending on the program, type and length of work experience can be a critical admissions component for many MBA programs. Many top-tier programs require five or more years of work experience for admission.

www.mba-online-program.com

Content

In general, MBA programs are structured around core courses (a standard curriculum), typically at the beginning of the MBA program, and elective courses that allow for a subject specialty or concentration. Thus, often in the program's first year, students acquire both a working knowledge of management functions and the analytical skills needed to practice them. After the first year, many full-time students seek internships. In the second year, students pursue elective courses, which often go towards a specialization.

The degree culminates with coursework in business strategy. A dissertation or major project is usually a degree requirement after the completion of coursework. Topics in business ethics may also be included. For Executive MBAs, the curriculum is generally similar. Many MBA programs end with a comprehensive exit examination (see below).

Programs are designed such that students gain exposure to theory and practice alike. Courses include lectures, case studies, and team projects; the mix though, will differ by school and by format. Theory is covered in the classroom setting by academic faculty, and is reinforced through the case method, placing the student in the role of the decision maker. Similar to real world business situations, cases include both constraints and incomplete information. Practical learning (field immersion) often comprises consulting projects with real clients, and is generally undertaken in teams. The practical elements (as well as the case studies) often involve external practitioners--sometimes business executives--supporting the teaching from academic faculty.

The typical core and elective courses are as aside. Many courses begin with the basics and then progress to advanced topics most relevant to MBAs. The various finance related core courses have very specific names (e.g., Managerial Economics, Accounting for MBAs, Business Statistics/Quantitative Analysis, Managerial Finance, and Economic Policy). The names of core courses sometimes vary, but the core content is typically the same. The accounting course(s) may treat financial and management accounting separately. managerial economics is a staple in core MBA curriculum and mainly focuses on pricing. Operations Research and statistics are sometimes combined as "Managerial Decision-Making" or "Quantitative Decision-Making"; organizational behavior and human resource management may similarly be combined. In many programs, applicants with appropriate background may be exempt from some of the analytical coursework.

For the functional courses, some programs break the curriculum into two sections. Here, the first course provides an overview, while the second revisits the subject in depth. Alternatively, the first addresses short-term, tactical problems, while the second addresses long-term, strategic problems (e.g., "Financial Management I" might cover working capital management, while part II covers capital investment decisions). The finance course in an MBA program, whether called Financial Management or Managerial finance, will deal heavily in the valuation of financial assets. Information systems / technology is often included as a core functional course rather than an elective. Ethics training is often delivered with coursework in corporate social responsibility and corporate governance.

Programs may also include (coursework-based) training in the skills needed at senior levels of management: soft skills, such as (general) leadership and negotiation; hard skills, such as spreadsheets, project management and foreign languages; thinking skills such as innovation and creativity. Training in areas such as multiculturalism and corporate social responsibility is similarly included. Company visits (including overseas travel), and guest lectures or seminars with CEOs and management personalities may also be included. These, with the core subjects, provide the graduate with breadth, while the specialty courses provide depth.

For the business strategy component, the degree capstone, the focus is on finding competitive advantage and the long-term positioning and management of the entity as a whole--i.e., business administration proper--and the key functions are thus synthesized and/or integrated into an overall view. The strategy course depicts how the various sub-disciplines integrate to tell one continuous story with each discipline providing depth in the other disciplines. Corresponding training in business leadership may also be scheduled, while related participation in a business simulation or game is a common degree requirement. "Strategy" may be offered as a sequence of courses, beginning in the first part (planning) and culminating in the second (execution), or as a single intensive course, offered during the second part. Some programs offer a specialization in "strategy" or management consulting which substantially address the same issues.

The MBA dissertation (or thesis in some universities) will, in general, comprise the following in some combination: a discussion of the literature, providing a critical review and structuring of what is known on a given topic, with a view to addressing a specific problem; a case study that goes beyond simple description, containing the analysis of hitherto unpublished material; a test of the application or limitations of some known principle or technique in a particular situation, and / or suggested modifications. As an alternative to the dissertation, some programs instead allow for a major project. Here (part-time) students will address a problem current in their organization; particularly in programs with an action learning orientation, these may be practically oriented. Most MBA programs require additional course work in research methodology, preceding the dissertation or project. Some programs allow that the research component as a whole may be substituted with additional elective coursework.

Exit examination

Many MBA programs culminate in a comprehensive exit examination. The national standardized exam known as the Major Field Test for MBAs (MFT-MBA) has been administered in the MBA programs of over 300 U.S. universities. The MFT-MBA aims to assess skills, knowledge, and reasoning ability within the domain of standard MBA curriculum. It is administered by �ƹ��Ƶal Testing Service. Another prominent option for comprehensive exit exams is the Common Professional Component Comprehensive Exam for MBAs (CPC COMP Exam for MBAs) owned by Peregrine Academic Services. Many programs choose to administer their own in-house exam rather than a standardized test.

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Careers

An MBA prepares individuals for many types of careers. According to a survey by the Graduate Management Admissions Council, 64% of year 2012 MBA graduates used their MBA to change careers. Some of the more common jobs an MBA prepares one for include:

Business analyst or strategist
Business development analyst, associate, or manager
Director (of a department)
Entrepreneur/founder
Financial analyst
Management consultant
Marketing associate, analyst, or manager
Portfolio manager
Project, product, or program manager
Operations analyst, associate, or manager

www.gradschools.com

Europe

History

In 1957, INSEAD (French name "Institut Européen d'Administration des Affaires", or European Institute of Business Administration) became the first European university offering the MBA degree, followed by EDHEC Business School in 1959 and ICADE in 1960 (who had started offering in 1956 a "Technical Seminary for Business Administration"), ESADE and IESE Business School (first two-year program in Europe) in 1964, UCD Smurfit Business School and Cranfield School of Management in 1964, Manchester Business School and London Business School in 1965, The University of Dublin (Trinity College), the Rotterdam School of Management in 1966, the Vlerick Business School in 1968 and in 1969 by the HEC School of Management (in French, the École des Hautes Études Commerciales) and the Institut d'Etudes Politiques de Paris. In 1972, Swiss business school IMEDE (now IMD) began offering a full-time MBA program, followed by IE Business School (in Spanish, Instituto de Empresas) in 1973, and AGH University of Science and Technology in Cracow, Poland in 1974. In 1991, IEDC-Bled School of Management became the first school in the ex-socialist block of the Central and Eastern to offer an MBA degree.

Bologna Accord

In Europe, the recent Bologna Accord established uniformity in three levels of higher education: Bachelor (three or four years), Masters (one or two years, in addition to three or four years for a Bachelor), and Doctorate (an additional three or four years after a Master). Students can acquire professional experience after their initial bachelor's degree at any European institution and later complete their masters in any other European institution via the European Credit Transfer and Accumulation System.

Accreditation standards

Accreditation standards are not uniform in Europe. Some countries have legal requirements for accreditation (e.g. most German states), in some there is a legal requirement only for universities of a certain type (e.g. Austria), and others have no accreditation law at all. Even where there is no legal requirement, many business schools are accredited by independent bodies voluntarily to ensure quality standards.

Austria

In Austria, MBA programs of private universities have to be accredited by the Austrian Accreditation Council (Österreichischer Akkreditierungsrat). State-run universities have no accreditation requirements, however, some of them voluntarily undergo accreditation procedures by independent bodies. There are also MBA programs of non-academic business schools, who are entitled by the Austrian government to offer these programs until the end of 2012 (Lehrgang universitären Charakters). Some non-academic institutions cooperate with state-run universities to ensure legality of their degrees.

Czech Republic

January 1999 saw the first meeting of the Association of the Czech MBA Schools (CAMBAS). The Association is housed within the Centre for Doctoral and Managerial Studies of UEP, Prague. All of the founding members of the Association to have their MBA programs accredited by partner institutions in the United Kingdom or United States of America.

France and French speaking countries

In France and in the Francophone countries such as Switzerland, Monaco, Belgium, and Canada, the MBA degree programs at the public accredited schools are similar to those offered in the Anglo-Saxon countries. Most French Business Schools are accredited by the Conférence des Grandes Écoles, which is an association of higher educational establishments outside the mainstream framework of the public education system.

Germany

Germany was one of the last western countries to adopt the MBA degree. In 1998, the Hochschulrahmengesetz (Higher �ƹ��Ƶ Framework Act), a German federal law regulating higher education including the types of degrees offered, was modified to permit German universities to offer master's degrees. The traditional German degree in business administration was the Diplom in Betriebswirtschaft (Diplom-Kaufmann; Master's degree equivalent) but since 1999, bachelor's and master's degrees have gradually replaced the traditional degrees due to the Bologna process. Today most German business schools offer the MBA. Most German states require that MBA degrees have to be accredited by one of the six agencies officially recognized by the German Akkreditierungsrat (accreditation council), the German counterpart to the American CHEA. The busiest of these six agencies (in respect to MBA degrees) is the Foundation for International Business Administration Accreditation (FIBAA). All universities themselves have to be institutionally accredited by the state (staatlich anerkannt).

Italy

Italian MBAs programs at public accredited schools are similar to those offered elsewhere in Europe. Italian Business Schools are accredited by EQUIS and by ASFOR.

Poland

There are several MBA programs offered in Poland. Some of these are run as partnerships with American or Canadian Universities. Others rely on their own faculty and enrich their courses by inviting visiting lecturers. Several MBA programs in Poland are also offered in English.

Portugal

Several business schools offer highly ranked MBA programs in Portugal. Portuguese M.B.A programs are increasingly internationally oriented, being taught in English.

Spain

Spain has a long history in offering MBA programs with three MBA programs frequently being ranked in the Top 25 worldwide by several international rankings. Spanish MBAs belong to the most cultural diverse ones in the world and are taught in English (while IE Business School also offers an additional Spanish Track). The most popular MBAs in Spain are from IE Business School, IESE and ESADE.

Switzerland

There are several schools in Switzerland that offer an MBA as full-time, part-time and executive education programs. Some business schools that offer MBA programs with specializations such as Finance and Healthcare, technology management, and others. As a country with four different national languages (German, French, Italian and Romansh), Switzerland offers most of its programs in English to attract international students to the country.

Ukraine

Recently MBA programs appeared in Ukraine where there are now about twenty schools of business offering a variety of MBA programs. Three of these are subsidiaries of European schools of business, while the remaining institutions are independent. Ukrainian MBA programs are concentrated mainly on particulars of business and management in Ukraine. For example, 2/3 of all case studies are based on real conditions of Ukrainian companies.

United Kingdom

The UK-based Association of MBAs (AMBA) was established in 1967 and is an active advocate for MBA degrees. The association's accreditation service is internationally recognised for all MBA, DBA and Masters in Business and Management (MBM) programmes. AMBA also offer the only professional membership association for MBA students and graduates. UK MBA programmes typically consist of a set number of taught courses plus a dissertation or project.

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Africa

The Financial Times in its Executive �ƹ��Ƶ Rankings for 2012 included 5 African business schools.

Nigeria

Business schools administered as colleges within the traditional universities offer a variety of MBA programs. In addition, a few standalone business schools allied with foreign business schools exist.

South Africa

In 2004 South Africa's Council on Higher �ƹ��Ƶ (CHE) completed an extensive re-accreditation of MBA degrees offered in the country.

Ghana

Business schools of the traditional universities run a variety of MBA programs. In addition, foreign accredited institutions offer MBA degrees by distance learning in Ghana.

Kenya

MBA programs are offered in many public and private universities.

Students choose to specialize in one of the following areas: Accounting, Finance, Entrepreneurship, Insurance and Human Resources. The course takes 4 semesters of about 4 months each.

Tanzania

Business schools are available at some Tanzanian Universities, including Mzumbe University, University of Dar es Salaam, University of Dodoma, St. Augustine University of Tanzania, St. John's University of Tanzania, the Open University of Tanzania, and CBE-IFM, Tanzania Institute of Accountancy

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Asia

International MBA programs are acquiring brand value in Asia. For example, while a foreign MBA is still preferred in the Philippines, many students are now studying at one of many "Global MBA" English language programs being offered. English-only MBA programs are also offered in Hong Kong, Indonesia, Malaysia, Singapore, South Korea, Taiwan, and Thailand. For international students who want a different experience, many Asian programs offer scholarships and discounted tuition to encourage an international environment in the classroom.

Rankings have been published for Asia Pacific schools by the magazine Asia Inc. which is a regional business magazine with distribution worldwide. The importance of MBA education in China has risen, too.

Bangladesh

Bangladesh was one of the first countries in Asia to offer MBA degree. There are now more than 50 business schools in Bangladesh offering the MBA, predominantly targeting graduates without any work experience. Most MBAs are two years full-time. There is little use of GMAT. The Business Schools conduct their own admission tests instead. Classes are taught in English.

India

There are many business schools and colleges in India offering two-year MBA or PGDM programs accredited by AICTE or UGC. The students are a mix of fresh graduates as well as with experience and get either at public or private schools depending on entrance examinations. Typically programs offer full-time, part-time and executive education programs.

The Indian Institutes of Management are among the world's most selective schools. They offer a post graduate diploma in management rather than a degree because of an archaic Indian law which says that only universities can award degrees. IIMs are not considered universities since they were created by a special decree of the Indian parliament to increase management talent in India.

Singapore

Singapore is South East Asia's leading financial hub. Its competitive educational system starts from primary schools to universities and eventually post-graduate studies such as EMBA programs.

Japan

In Japan, the concept of an MBA is still not considered mainstream as traditional companies still perceive that knowledge and learning with respect to business and management can only be effectively gained through experience and not within a classroom. In fact, some companies have been known to place recent MBA recipients in unrelated fields, or try to re-acclimate their Japanese employees who have spent years overseas earning the degree. As a consequence, academic institutions in Japan are attempting to reinvent the perception of the MBA degree, by taking into account the local corporate culture. Globis University Graduate School of Management is considered as a significant indicator to the acceptance of the MBA system in Japan.

Pakistan

Pakistan first offered an MBA program outside the United States in 1955 in collaboration with the University of Pennsylvania. Now in Pakistan, there are 87 Universities/Institutes which are recognized by the Higher �ƹ��Ƶ Commission of Pakistan, offering MBA programs to students and professionals.

Australia

In Australia, 42 Australian business schools offer the MBA degree (11 are AACSB, AMBA or EQUIS accredited). Universities differentiate themselves by gaining international accreditation and focusing on national and international rankings. Most MBAs are one to two years full-time. There is little use of GMAT, and instead each educational institution specifies its own requirements, which normally entails several years of management-level work experience as well as proven academic skills.

Graduate Management Association of Australia carries out ratings for Australian MBAs and annually publishes Australian MBA Star Ratings. The Financial Review Boss carries out biennial rankings of Australian MBAs.

New Zealand

In New Zealand, most universities offer MBA classes, typically through part-time arrangement or evening classes. Many MBA programs are accredited.

Program rankings

Since 1967, publications have ranked MBA programs using various methods. The Gourman Report (1967-1997) did not disclose criteria or ranking methods, and these reports were criticized for reporting statistically impossible data, such as no ties among schools, narrow gaps in scores with no variation in gap widths, and ranks of nonexistent departments. In 1977 The Carter Report ranked MBA programs based on the number of academic articles published by faculty, the Ladd & Lipset Survey ranked business schools based on faculty surveys, and MBA Magazine ranked schools based on votes cast by business school deans.

Today, publications such as US News & World Report, Business Week, Financial Times, The Economist, the Wall Street Journal and Forbes publish rankings of MBA programs. Schools' ranks can vary across publications, as the methodologies for rankings differ among publications:

U.S. News & World Report incorporates responses from deans, program directors, and senior faculty about the academic quality of their programs as well as the opinions of hiring professionals. The ranking is calculated through a weighted formula of quality assessment (40%), placement success (35%), and student selectivity (25%).
Business Week's rankings are based on student surveys, a survey of corporate recruiters, and an intellectual capital rating.
Financial Times uses survey responses from alumni who graduated three years prior to the ranking and information from business schools. Salary and employment statistics are weighted heavily.
The Economist Intelligence Unit, published in The Economist, surveys both business schools (80%) and students and recent graduates (20%). Ranking criteria include GMAT scores, employment and salary statistics, class options, and student body demographics.
The Wall Street Journal, which stopped ranking full-time MBA programs in 2007, based its rankings on skill and behavioral development that may predict career success, such as social skills, teamwork orientation, ethics, and analytic and problem-solving abilities.
Forbes considers only the return of investment five years after graduation. MBA alumni are asked about their salary, the tuition fees of their MBA program and other direct costs as well as opportunity costs involved. Based on this data, a final "5-year gain" is calculated and determines the MBA ranking position.

Other rankings use nontraditional attributes:

The Beyond Grey Pinstripes ranking, published by the Aspen Institute, is based on the integration of social and environmental stewardship into university curriculum and faculty research. Rankings are calculated on the amount of sustainability coursework made available to students (20%), amount of student exposure to relevant material (25%), amount of coursework focused on stewardship by for-profit corporations (30%), and relevant faculty research (25%). The 2011 survey and ranking include data from 150 universities.
The Quacquarelli Symonds QS Global 200 Business Schools Report compiles regional rankings of business schools around the world. Ranks are calculated using a two-year moving average of points assigned by employers who hire MBA graduates.
Since 2005, the UT-Dallas Top 100 Business School Research Rankings ranks business schools on the research faculty publish, similar to The Carter Report of the past.

The ranking of MBA programs has been discussed in articles and on academic websites. Critics of ranking methodologies maintain that any published rankings should be viewed with caution for the following reasons:

Rankings exhibit intentional selection bias as they limit the surveyed population to a small number of MBA programs and ignore the majority of schools, many with excellent offerings.
Ranking methods may be subject to personal biases and statistically flawed methodologies (especially methods relying on subjective interviews of hiring managers, students, and/or faculty).
Rankings use no objective measures of program quality.
The same list of schools appears in each ranking with some variation in ranks, so a school ranked as number 1 in one list may be number 17 in another list.
Rankings tend to concentrate on representing MBA schools themselves, but some schools offer MBA programs of different qualities and yet the ranking will only rely upon information from the full-time program (e.g., a school may use highly reputable faculty to teach a daytime program, but use adjunct faculty in its evening program or have drastically lower admissions criteria for its evening program than for its daytime program).
A high rank in a national publication tends to become a self-fulfilling prophecy.
Some leading business schools including Harvard, INSEAD, Wharton and Sloan provide limited cooperation with certain ranking publications due to their perception that rankings are misused.

One study found that objectively ranking MBA programs by a combination of graduates' starting salaries and average student GMAT score can reasonably duplicate the top 20 list of the national publications, and concluded that a truly objective ranking would be individualized to the needs of each prospective student. National publications have recognized the value of rankings against different criteria, and now offer lists ranked different ways: by salary, GMAT score of students, selectivity, and so forth. While useful, these rankings have yet to meet the critique that rankings are not tailored to individual needs, that they use an incomplete population of schools, may fail to distinguish between the different MBA program types offered by each school, or rely on subjective interviews.

Criticism

The financial crisis of 2007-2010 raised questions about the value and content of business school programs. In general, graduates had reportedly tended to go into finance after receiving their degrees. As financial professionals are widely seen as responsible for the global economic meltdown, anecdotal evidence suggests new graduates are choosing different career paths.

Deans at top business schools have acknowledged that media and public perception of the MBA degree shifted as a result of the financial crisis. Articles have been written about public perceptions of the crisis, ranging from schools' acknowledgment of issues with the training students receive to criticisms of the MBA's role in society.

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Master Of Accountancy - Online Accounting School

noreply@blogger.com (AmiSchool) — Tue, 20 Oct 2015 16:26:00 +0000

The Master of Accountancy (MAcc, MAc, or MAcy), alternatively Master of Professional Accountancy (MPAcy or MPA or MPAc or MPAcc) or Master of Science in Accounting (MSA), is a graduate professional degree designed to prepare students for public accounting and to provide them with the 150 credit hours required by most states before taking the Uniform Certified Public Accountant Examination.

Similar graduate programs also exist in Canada, where certain universities such as University of Waterloo's School of Accounting and Finance, offers MAcc and waives all required education requirements up until the Common Uniform Examination (CFE) in order to become a Canadian CPA. A Master of Professional Accounting can also be obtained from Australian universities to qualify for the Australian CPA, IPA or CA.

This specialty program usually runs one to two years in length and contains from ten to twelve three semester credit courses (30 to 36 semester hours total). The program may consist of all graduate accounting courses or a combination of graduate accounting courses, graduate management, tax, leadership and other graduate business electives. The program is designed to not only prepare students for the CPA examination but also to provide a strong knowledge of accounting principles and business applications.

Graduates entering corporate accounting or consulting often additionally (alternatively) pursue the Certified Management Accountant (CMA), Certified Internal Auditor (CIA) or other certifications.

Where the Bachelor of Accountancy is the prerequisite for professional practice, for example in South Africa, the Master of Accountancy comprises advanced coursework in a specialized area of accountancy (computer auditing, taxation...), as opposed to CPA preparation as above. It may also be offered as a research based program, granting access to doctoral programs.

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Virtual School - Online Schools

noreply@blogger.com (AmiSchool) — Tue, 20 Oct 2015 12:26:00 +0000

A virtual school or cyber-school describes an institution that teaches courses entirely or primarily through online methods. It has been suggested that a virtual school is an online learning platform offered by an educational organization whereby individuals can earn credits in the particular area of interest which can be counted toward graduation or advancement to the next grade.

stateimpact.npr.org

Instructional models

There are many different virtual school instructional and enrollment models. Instructional models range from fully independent self paced (asynchronous) courses to semester based virtual (synchronous) teacher facilitated courses. Class sizes range widely with anywhere from 25 students to as many as 200 students in each class section.

Students keep in contact with teachers and collaborate with other students through web communication tools provided in the course delivery platforms. Students can also communicate by phone, email, and other technology communication practices with instructors. Studies have shown that the use of the telephone in communication between educator and student seems to afford some aspect of more meaningful communication, as it provides more information at a personal level (sound of each other's voice, intonation of what is said, etc.). However, communication between parties by email has been understood to be the most critical component for online learning as it allows for the most convenient and speedy response on behalf of the parties involved, should one of the other members be absent at the time. In addition, to help with communication many virtual schools have implemented their own system programs to help build courses and maintain student profiles. There are also a variety of books and training manuals to aid in the development of such schools and courses.

Online Schools Video

History

The mid 1990s saw the advent of completely virtual schools. Many of today's virtual schools are descendants of correspondence schools. It has been suggested that virtual schooling is largely a phenomenon that occurs within North America. However, other countries have been seen to operate some form of online or web-based learning content. While it has been suggested that the individuals who can benefit from virtual classes are individuals who tend to lack such opportunities, research suggests that virtual schooling tends to reflect a higher percentage of student failure and dropout.

Sometimes referred to as "distance learning," correspondence schools offered students an alternative to the traditional brick and mortar meetings within a schoolhouse. These schools utilized the postal service for student-teacher interaction, or used two-way radio transmissions, sometimes with pre-recorded television broadcasts. Students were expected to study their learning material independently and, in some cases, meet with a proctor to be tested. Modern virtual schools provide similar alternatives to students with a more ubiquitous and, often, interactive approach.

Virtual schools now exist all around the world. Over the past decade, K-12 online instruction has dramatically increased in both Canada and the United States. Some of these virtual schools have been integrated into public schools (particularly in the United States), where students sit in computer labs and do their work online. In other situations, students can be completely home-schooled, or they can take any combination of public/private/home-schooling and online classes.

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Pricing and location

Funding for virtual schools usually tends to come from grants and different foundations who make donations toward the school. The costs associated with the attendance of virtual schools vary; full-time virtual schools tend to be more costly. Virtual schools may be free if the state pays for the courses; otherwise, there will be a course fee to be paid for by the student or parent(s). If a virtual school is chartered through a public supporting school district, there would be no cost associated for a student to attend the school or receive the materials needed to complete the schooling. Many school districts are now creating their own virtual academies to avoid paying another cyber school to educate one of their own students. In doing so, the school's per-pupil dollars stay in the home district. These students can graduate from their home district without ever leaving home. In most of these cases, students are given computers, books, and even internet service to complete coursework from home.

If the school requires a financial fee from the student or parent, students may also be responsible for procuring their own materials. Most courses will provide electronic materials free of cost, but others require some shopping on the students part. Textbooks may or may not be required and can be used as an aid for coursework.

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Advantages and disadvantages

Advocates of virtual learning believe that virtual schools hold advantages including: not being required to attend and travel to face-to-face classes and the integration of digital media into the curricula. Virtual schools also give a student the opportunity to stay in school when traditional brick and mortar schools will no longer accept them. Some reasons for this could be extensive absences due to medical reasons, teen pregnancy, or for other reasons that the school system may deem distracting to the school body. Virtual schools can be considered a great equalizer, as these schools can make education accessible to non-traditional students. Additionally, students with physical disabilities or transportation issues may find that they are able to succeed in virtual school without the burden of getting to a physical location for schooling.

Schedule flexibility is another perceived advantage of online education. Students who have job and family obligations, which can limit the time spent in the classroom, are able to attend virtual schools at any time of day. For parents returning to school, this is an option which allows them to fit schooling into their busy schedule. So, for individuals who are self driven this type of learning environment allows them to excel at their own pace. Essentially, virtual schooling allows individuals an opportunity to engage in critical thinking activities in the environment of their choice. What could be considered one of the most advantageous highlights of taking part in virtual schooling is with the large advancement of information available online, individuals who participate in virtual schooling have the opportunity to integrate other means of technology into their knowledge production. Individuals who participate in virtual schooling have the advantage of building upon their twenty-first century skills which include global awareness, computer literacy, self-directed learning, online communications, collaboration and so on. Some believe that as a result of being able to develop and build upon twenty-first century skills, this helps to make the individual more employable.

Unlike traditional education delivery methods, students at virtual schools do not always directly interact with professors, while at other times it is as frequent as in traditional brick and mortar schools and merely takes on a different form. Hence, virtual education is considered by many to be equivalent to a directed-learning program. Because students do not interact with their instructors or peers face-to-face, detractors often cite "lack of socialization" as a disadvantage of virtual learning. Some virtual schools include online study groups in which students interact with each other online. Students are able to meet in these groups using Elluminate, Wimba or other means. Recent anecdotal evidence provided by one virtual school from one live cyber school indicates that, while socialization may be different, it is not necessarily lacking. It is also recommended that students enrolled in virtual schools be involved in social activities outside school, much like homeschooled children. Another perceived disadvantage to distance learning is the added challenge of staying focused while in the home environment, and many students report that staying on task is the most difficult aspect of learning online.

Many students are drawn to online learning for a variety of reasons; particularly, the ability to avoid the requirement of traveling to a physical location, which may be impossible for some non-traditional learners. Critics argue that for online education to be taken seriously, online programs must adhere to generally accepted educational standards. One way that virtual schools are proving their effectiveness is the implementation of the same standardized testing that brick and mortar schools require of their students. To address this criticism, the International Association for K-12 Online Learning (iNACOL) developed a set of standards released in September 2007 and updated on October 12, 2011. Some believe that this is an important first step in monitoring online programs, but while every provider of education must be accredited, the quality of accreditation varies significantly. For instance, the non-profit AACSB is the most prestigious accreditation agency for business schools and no virtual schools have received accreditation by the agency.

In regards to the school itself, they also see advantages to offering virtual schooling. When a small or rural school does not have the teaching staff available or capability to instruct a course that they would otherwise be unable to teach, virtual schooling opens up this opportunity.

Disadvantages to virtual schooling include the cost of start up, differences in access due to the digital divide, as well as issues regarding accreditation. Not everyone has access to digital technologies which would permit them to attend virtual schools, though in some cases, local libraries or community programs may offer access to computers and research materials. Also, in terms of disadvantages, due to the fact that virtual schools are still relatively new, there are seldom methods of evaluating their effectiveness. To date there are few studies which look at the longitudinal effects of virtual schooling and grades.

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Virtual School - Online Schools For �ƹ��Ƶ

noreply@blogger.com (AmiSchool) — Tue, 20 Oct 2015 08:26:00 +0000

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Instructional models

Online Schools For �ƹ��Ƶ Video

History

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Pricing and location

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Advantages and disadvantages

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William H. Bowen School Of Law - Online Schools In Arkansas

noreply@blogger.com (AmiSchool) — Tue, 20 Oct 2015 04:26:00 +0000

The William H. Bowen School of Law is part of the University of Arkansas at Little Rock (UALR) and was established in 1975. The law school is public, and has approximately 450 law students enrolled in full-time and part-time divisions. The annual entering class is approximately 155 students. UALR School of Law is both American Bar Association (ABA) accredited and a member of the Association of American Law Schools (AALS). The school distinctly maintains highly competitive admissions.

The school awards the Juris Doctor (JD) degree. The law program follows a traditional curriculum that blends theory and practice. Before graduating, students are required to take courses such as Evidence and Lawyering Skills. Students gain experience with interviewing clients and witnesses, drafting pleadings and interrogatories, and trying a mock trial before a judge.

For the fourth time in six years, the UALR William H. Bowen School of Law was ranked in the top 25 law school writing programs in the U.S. News and World Report. Bowen's legal writing program was ranked as a tie with the University of Michigan.

In addition to Bowen's standing as one of the top legal writing programs in the country, the school's part-time law school program was ranked No. 38 among part-time programs.

The law school also offers several concurrent degrees: JD/MBA (Masters of Business Administration), JD/MPA (Masters of Public Administration), JD/MPH (Masters of Public Health), JD/MPS (Masters of Public Service), and JD/MD (Medical Doctor).

Three available clinics include the Tax Clinic, Mediation Clinic, and Litigation Clinic. These clinics allow students the opportunity to learn by practicing law while under supervision. An available Public Service Externship offers experience with a government agency, non-profit agency, a member of the judiciary, or the Arkansas Legislature.

The law school has over forty five student organizations, most of which are very active on campus and within the community. These organizations include the American Bar Association Law Student Division (ABA/LSD), American Constitution Society, Arkansas Association of Women Lawyers-Law Student Division, Arkansas Bar Association Law Student Division (ABA/LSD), Arkansas Trial Lawyers Association, Asian Pacific American Law Student Association (APALSA), Black Law Students Association, Bowen Athletic Department, Bowen Lambda, Christian Legal Society, Delta Theta Phi Legal Fraternity (DTP), Environmental Law Society, Federalist Society, Hispanic Law Students Association (HLSA), Intellectual Property Law Society, International Law Society, Irish American Law Students Society (ILSS), J. Reuben Clark Society, Law Review, Moot Court Board, Out of State Student Association (OSSA), Phi Alpha Delta (PAD), Part-time Student Association (PTSA), Pulaski County Bar Association, Student Division (PCBA), Sports and Entertainment Law Society (SELS), "Street Law" Mentor Program (Street Law), Student Animal Legal Defense Fund (SALDF), Student Bar Association (SBA), Young Democrats, and Young Republicans.

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History

The first law school established in Arkansas was in Little Rock. However, politics caused the school faculty to reform themselves as a private law school in the 1910s. Subsequently, the state law school in Fayetteville was established. The private law school disbanded in the 1960s. The latest incarnation of the law school started as a part-time program that was an extension of the University of Arkansas at Fayetteville School of Law, and by 1975 was given autonomy and became a unit of the University of Arkansas at Little Rock.

The school resided in various locations, primarily the old Federal Courthouse in downtown Little Rock. The building was adjacent to the Pulaski County Courthouse, which afforded students the chance to see law in action. However, the facility was plagued with poor parking and was insufficient to handle the growing student population.

The law school's current campus is located adjacent to MacArthur Park, near the Arkansas Center for Fine Arts. The building was originally built for the medical school of the University of Arkansas for Medical Sciences, which moved to its current campus in the central part of Little Rock in 1956. The current building was extensively renovated in 1992.

The law school is named after William H. Bowen, a former dean, and important figure in the administration of Arkansas Gov. William J. Clinton before he became President.

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Admissions

Enrolled: 154 (full-time 93, part-time 61)
GPA (75/25): 3.60/3.03
LSAT (75/25): 155/149
Acceptance Rate: 25%
Bar Passage Rate: 77.23% (2008/2009)

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Location

The law school is located in downtown Little Rock just a few minutes from most of Arkansas's largest law firms and corporations, state and federal courts, and the Arkansas State Capitol building. Other attractions within close proximity to the law school include the Clinton School of Public Service, museums, restaurants, Little Rock River Market District, and the Clinton Presidential Library.

The school is unique among law schools in that it plays host to the Pulaski County Law Library, making it the only metropolitan law school library that is also the library for a county.

The law school is housed separately from the main campus of the University of Arkansas at Little Rock, and is located at 1201 McMath Avenue (named after former Arkansas Governor Sid McMath).

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Employment

According to UALR's official 2013 ABA-required disclosures, 51% of the Class of 2013 obtained full-time, long-term, JD-required employment nine months after graduation. UALR's Law School Transparency under-employment score is 20.3%, indicating the percentage of the Class of 2013 unemployed, pursuing an additional degree, or working in a non-professional, short-term, or part-time job nine months after graduation.

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Costs

The total cost of attendance (indicating the cost of tuition, fees, and living expenses) at UALR for the 2014-2015 academic year is $31,172.50. The Law School Transparency estimated debt-financed cost of attendance for three years is $114,197. The tuition for in-state residents is $401 per credit hour, or $12,030 per year for a student taking a full load of 15 credits each semester. The National Jurist rated Bowen a "Best Value" law school for 2014.

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Notable faculty

Current

Paula J. Casey, former U.S. Attorney for the Eastern District of Arkansas

Former

Morris S. "Buzz" Arnold, a judge of the United States Court of Appeals for the Eighth Circuit
Dan Greenberg, former member of the Arkansas House of Representatives

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Notable alumni

Davy Carter (Class of 2005, born 1975), Speaker of the Arkansas House of Representatives
Osro Cobb (Class of 1929, 1904-1996), Republican politician, U.S. attorney for the United States District Court for the Eastern District of Arkansas
Bud Cummins (born 1959), former U.S. Attorney for the Eastern District of Arkansas
Lynn A. Davis (Class of 1975, 1933-2011), (former U.S. marshal for the Eastern District of Arkansas; crime author
Vic Fleming (born 1951), district judge for the City of Little Rock
Michael John Gray (born c. 1976), Democratic member of the Arkansas House of Representatives from Woodruff County since 2015; farmer with a law degree
Dan Greenberg, former member of the Arkansas House of Representatives
Douglas House (Class of 1980, born 1953), member of the Arkansas House of Representatives from Pulaski and Faulkner counties
Dustin McDaniel, Attorney General of Arkansas
Sheffield Nelson, (born 1940), Arkansas Republican National Committeeman; gubernatorial candidate in 1990 and 1994, chairman of Arkansas Louisiana Gas Company
Andree Layton Roaf (1941-2009), first African-American woman to serve on the Arkansas Supreme Court
Vic Snyder (born 1947), former U.S. Representative for Arkansas's 2nd congressional district
Wallace Townsend (Class of 1906, 1882-1979), Republican national committeeman from Arkansas (1928-1961), Republican gubernatorial nominee in 1916 and 1920, Little Rock lawyer until he was ninety-two
Mary Wiseman (born 1961), Judge of the Montgomery County (Ohio) Court of Common Pleas
Michael Lamoureux (born 1976), Member of the Arkansas Senate and Current Senate Pro Tem

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Mendoza College Of Business - Notre Dame Business School Ranking

noreply@blogger.com (AmiSchool) — Tue, 20 Oct 2015 00:26:00 +0000

The Mendoza College of Business is a comprehensive full-time business school at the University of Notre Dame in Notre Dame, Indiana, United States. It offers six majors in the undergraduate program and four graduate degrees--MBA, EMBA, accountancy and non-profit management. The college's undergraduate program was ranked #1 by Bloomberg Businessweek for fifth consecutive year in 2014.

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History

The Mendoza College of Business was founded in 1921 by Holy Cross priest, John Francis O'Hara. Rev. O'Hara later became the president of the University and a Cardinal of the Catholic Church. Four years earlier, in 1917, Notre Dame had become the first university in the United States to launch a four-year program of study in "foreign commerce."

Roger Huang, Martin J. Gillen Dean and Kenneth R. Meyer Professor of Global Investment Management, joined the College in 2000. In March 2000, the College of Business received a naming gift from NetApp, Inc. executives, Tom and Kathy Mendoza.

Notre Dame Business School Ranking Video

Degrees

Undergraduate

Bachelor of Business Administration (BBA)
- Accountancy
- Finance and Business Economics
- Management (Concentrations in Consulting, Entrepreneurship, and Information Technology Management)
- Marketing

Graduate

Masters in Business Administration (MBA)
- Two-Year Program
- Accelerated One-Year Program
- Executive Program: Chicago o South Bend (Notre Dame) o Cincinnati
Master of Nonprofit Administration MNA
Master of Science in Management Master of Science in Management
Masters of Science in Accountancy (MSA)
Executive �ƹ��Ƶ Programs
- Executive Certificate in Business Administration [1]
- Executive Integral Leadership
- Custom Programs
- Supervisory Development
- Project Management
- Executive Certificate in Negotiation
- Certificate in Executive Management
- Six Sigma
- International Programs [2]

www.businessinsider.com

Academic Centers

Center for Accounting Research and �ƹ��Ƶ supports domestic and international faculty in the creation and dissemination of accounting knowledge in order to strengthen the bridges between accounting research, accounting education and accounting practice.
Center for Ethics and Religious Values seeks to strengthen ethical foundations in business and public policy decisions by fostering dialogue among academic and corporate leaders, as well as by research and publications. The center's ethics curriculum is integrated throughout Notre Dame's business coursework.
Fanning Center for Business Communication provides coursework in all facets of human communication, from writing and speaking to listening and group interaction. In addition to classroom success, Fanning center faculty have also earned an international reputation for their research and publications.
Notre Dame Deloitte Center for Ethical Leadership seeks to further an understanding of the ethical leadership and explore ways in which ideas generated can be shared with and impact corporate communities.
Gigot Center for Entrepreneurial Studies fosters innovation among current and aspiring entrepreneurs. Through a unique curriculum, business plan competitions, and mentoring opportunities with Notre Dame alumni, students gain vital experience and the skills necessary to build successful businesses.
Institute for Ethical Business Worldwide seeks to promote positive illustrations of ethical and socially responsible business conduct throughout the world. We stress the importance of ethical leadership as a cornerstone to building a stronger sense of integrity and values into all business firms.
Center for the Study of Financial Regulation was created to encourage rigorous study of the economics of financial regulation by examining the costs and benefits of specific regulations, the impact of regulation on financial practice, and the political process by which regulation is enacted.

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Rankings and reputation

In 2013, the college's undergraduate program was ranked No. 1 in the nation for the fourth consecutive year by Bloomberg Businessweek [3]. Additionally, the undergraduate program was ranked No. 10 by the U.S. News in September 2013. Rankings for its MBA program include #20 by Bloomberg BusinessWeek, and #31 by Forbes. In global rankings, Mendoza was ranked #40 by The Economist and #80 by Financial Times. Its Executive MBA program was ranked #20 by Bloomberg Businessweek.

For 2011, the Aspen Institute, which ranks institutions on how well schools incorporate issues concerning social and environmental stewardship into the curriculum, ranked Mendoza #4 worldwide.

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Selectivity

MBA program

The admissions rate for the previous year was 34%. Applicants are required to take the GMAT exam. Of the admitted applicants, the median score was 700 and the middle 80% of scores ranged from 640 to 750.

Undergraduate program

After completing the university's First Year of Studies program, Notre Dame business majors enter the Mendoza College in their sophomore year. Starting in 2015, high school applicants will have to apply directly and be "pre-approved" for admission into Mendoza after their first year of studies.

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�ƹ��Ƶal Specialist - School Psychology Degree Programs

noreply@blogger.com (AmiSchool) — Mon, 19 Oct 2015 20:26:00 +0000

The �ƹ��Ƶ Specialist, also referred to as �ƹ��Ƶal Specialist, Specialist in �ƹ��Ƶ, or Ed.S., is an advanced terminal degree in the U.S. that is designed for individuals who wish to develop advanced knowledge and theory beyond the master's degree level, but may not wish to pursue a degree at the doctoral level. Advanced programs beyond the master's degree are designed to provide the necessary background and professional expertise for students planning to go into university teaching, supervisory or leadership roles in post secondary schools, curriculum planning, consultant work, or similar positions.

Since the course work in an �ƹ��Ƶ Specialist degree is at an advanced graduate level many schools will transfer the credits earned directly into a doctoral degree (Ed.D., Doctor of �ƹ��Ƶ).

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About

In the K-12 arena, individuals who earn an Ed.S. degree seek to increase their skills for advanced licensure requirements (such as principalship), earn the credits needed for re-certification or other professional objectives. Others may pursue an Ed.S. degree in order to meet state or professional requirements for career advancement.

In the higher education arena, individuals who earn an Ed.S. seek to increase their knowledge for preparation in academic or administrative leadership roles.

Major areas available with this degree include adult education, adult learning, special education, higher education administration, school counseling, school psychology, educational leadership, ESL, educational administration, curriculum and instruction, superintendent, career and adult technical education, and others.

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Framework

The Ed.S. degree is a terminal degree program that is considered by accrediting bodies as the completion of the sixth year of collegiate study, (between the master's and doctorate). Programs typically require from 30 to 45 semester hours beyond a master's degree. In some instances, an oral defense of a scholarly thesis or field study may be required, similar to a dissertation at the culmination of the degree. Some post-secondary faculty union contracts in the U.S. recognize the Ed.S. as equivalent to a doctorate on their salary scales. Some Ed.S. degree holders were on their path to earn the Ph.D. or Ed.D. but may have stopped short of completion due to some unforeseen contingencies. Some Ed.S. programs function as a bridge between a master's degree and a doctorate via articulation agreements.

An Ed.S. program typically requires about 60-70 semester hours beyond a bachelor's degree, or about 30 hours beyond a master's (making it approximately the same workload as a second Master's in terms of credits, but often the coursework is at the doctoral level). However, according to the U.S. Department of �ƹ��Ƶ's International Affairs Office's leaflet, entitled, "Structure of the U.S. �ƹ��Ƶ System: Intermediate Graduate Qualifications," (Feb 2008), the Ed.S., as a degree, is equivalent to the Doctor of Ministry (D.Min.), the Doctor of Psychology (Psy.D./D.Psy.), and the Licentiate in Sacred Theology (S.T.L.).

The Specialist in School Psychology (SSP) degree is similar to the Ed.S. in School Psychology. It is typically granted when the program is located in a department of psychology rather than education.

Some universities may use an abbreviation other than Ed.S. to indicate completion of this degree. At Arkansas State University, for example, students may earn an S.C.C.T. (Specialist in Community College Teaching).

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Academic dress

According to The American Council on �ƹ��Ƶ "six-year specialist degrees (Ed.S., etc.) and other degrees that are intermediate between the master's and the doctor's degree may have hoods specially designed (1) intermediate in length between the master's and doctor's hood, (2) with a four-inch velvet border (also intermediate between the widths of the borders of master's and doctor's hoods), and (3) with color distributed in the usual fashion and according to the usual rules. Cap tassels should be uniformly black." The other such degrees in the United States are the Licentiate degrees granted by pontifical universities and the professional engineer diploma.

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National Paralegal College - Online Schools For Paralegal

noreply@blogger.com (AmiSchool) — Mon, 19 Oct 2015 16:26:00 +0000

National Paralegal College is an online distance learning college offering paralegal certifications, associates, bachelor's and master's degrees in legal studies. It is centrally located in Phoenix, Arizona and is accredited by the Distance �ƹ��Ƶ Accrediting Commission.

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History

The college was founded in 2002 by Director Mark Geller, Esq., founder of Legal Data Systems, Inc. and school President Avi Katz. Its first class was delivered on June 2, 2003. The school introduced a synchronous learning format to online schooling by running a real time audio/visual online platform to deliver instruction. Initially employing only four staff members and serving fewer than ten students at the time of its initial class in 2003, as of January, 2014 National Paralegal College (NPC) employs a large faculty and staff and serves more than 1,200 students.

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Mission

The mission of National Paralegal College is to provide quality Internet-based education and training for students seeking careers in the paralegal field. NPC seeks to enable those students whose lifestyles lead them to opt for distance education to obtain comprehensive paralegal training and meet their educational goals without having to compromise on interactivity and academic quality.

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Programs Offered

National Paralegal College offers a Paralegal certificate and Associates degree in paralegal studies and a Bachelor's degree in legal studies. All students must satisfy the four core courses, which are Torts & Personal Injury, Contracts, Professional Responsibility & Legal Ethics and Legal Research, Writing & Civil Litigation.

A paralegal certificate requires 24 credits all of which must be earned by taking paralegal courses. An associate degree requires 60 credits, of which at least 36 credits must be earned through paralegal courses. A Bachelor's Degree required 120 credits, of which at least 45 credits must be earned through paralegal courses. Both degrees require that at least 25% of the credits be earned through "general education" courses. NPC offers general education courses in the fields of business, accounting, finance, writing, mathematics, social sciences, etc. lNational Paralegal College, through its graduate division, National Juris University, also offers master's degrees in legal studies, taxation and compliance law.

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Transfer Credit Policy

NPC accepts transfer credit in the following amounts:

- Up to 9 credits towards a paralegal certificate. All must be substantive legal courses that are similar to paralegal courses that NPC offers.

- Up to 36 credits, towards an associate degree. Up to 24 of these can be "general education" credits, while a further 12 can be transferred in if they are substantive legal courses that are similar to paralegal courses that NPC offers.

- Up to 87 credits towards a bachelor's degree. Up to 75 of these can be "general education" credits, while a further 12 can be transferred in if they are substantive legal courses that are similar to paralegal courses that NPC offers.

NPC accepts transfer credits from degree granting institutions that are accredited by one or more accrediting agencies recognized by the Council for Higher �ƹ��Ƶ Accreditation and accepts credits that are recommended by the American Council on �ƹ��Ƶ.

National Paralegal College is nationally accredited. Regionally accredited institutions sometimes do not accept credit from nationally accredited institutions. Because state colleges and universities are regionally accredited, it is important to keep in mind that regionally accredited institutions may not accept the transfer of coursework from this institution should a student decide to transfer. However, according to a 2006 study by the Distance �ƹ��Ƶ Accrediting Commission (DEAC), DEAC graduates who attempted to transfer credits report they were successful 70% of the time. Moreover, National Paralegal College's courses are recommended for transfer credit by the National College Credit Recommendation Service. Over 1500 Colleges and Universities that have indicated a willingness to accept National CCRS credit recommendations.

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Content Delivery

National Paralegal College educational courses are offered via synchronous learning. Each course includes bi-weekly, live, audio-visual classes using the Adobe Connect platform. In addition, all 100 level NPC paralegal courses utilize custom written online textbooks on a variety of subjects, including torts, contracts, criminal law, constitutional law, wills and estates, domestic relations, etc. These resources are also made available to the public and have been cited by numerous organizations, including the National Association of Catholic Chaplains, religioustolerance.org and the Massachusetts Trial Course law libraries website.

Other content made publicly available includes a series of legal analyses of the news prepared and delivered by National Paralegal College faculty.

www.online-paralegal-degree.org

Accreditation and Agreements

National Paralegal College is accredited by the accrediting commission of the Distance �ƹ��Ƶ Accrediting Commission.
National Paralegal College is licensed by the Arizona State Board for Private Postsecondary �ƹ��Ƶ.
National Paralegal College is a member of the National Association of Legal Assistants.
National Paralegal College is an associate member of the American Association for Paralegal �ƹ��Ƶ.
National Paralegal College's courses are recommended for transfer credit by the National Collegiate Credit Recommendation Service, a division of the University of the State of New York.
National Paralegal College has an articulation agreement with Charter Oak State College, part of the Connecticut State Colleges and Universities (ConnSCU). This agreement allows students to apply credits for NPC courses towards associate and bachelor's degrees at Charter Oak.
National Paralegal College is a member of the Higher �ƹ��Ƶ Transfer Alliance (HETA) of the Council for Higher �ƹ��Ƶ Accreditation, an agreement that facilitates the transfer of academic credits by students between member institutions.

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ASU College Of Public Service & Community Solutions - Top Online Criminal Justice Schools

noreply@blogger.com (AmiSchool) — Mon, 19 Oct 2015 12:26:00 +0000

The College of Public Service & Community Solutions (formerly the College of Public Programs) is one of the 24 independent school units of Arizona State University. It is located at ASU's Downtown Phoenix Campus in Arizona. Founded in 1979, the college awards bachelors, masters, and doctoral degrees and is organized into four schools and 17 research centers. The programs are divided amongst the School of Social Work, the School of Criminology and Criminal Justice, the School of Public Affairs and the School of Community Resources and Development.

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History

The College of Public Programs was founded at Arizona State University's Tempe campus on April 21, 1979. The college's establishment was part of the university's reorganization of several departments within other colleges. Effective July 1, 1979, the College of Public Programs housed five academic units:

The Center for Criminal Justice (Now the School of Criminology & Criminal Justice)
The Center for Public Affairs (Now the School of Public Affairs)
The Department of Communication (Now the Hugh Downs School of Human Communication)
The Department of Journalism and Telecommunications (Now the Walter Cronkite School of Journalism and Mass Communication)
The Department of Leisure Studies (Now the School of Community Resources and Development)

In 2006, the College of Public Programs relocated from Wilson Hall on the university's Tempe campus to Arizona State University's newly planned Downtown Phoenix campus. On January 1, 2015, The College of Public Programs officially renamed itself to the College of Public Service & Community Solutions.

ASU's College of Public Service & Community Solutions has a number of distinguished divisions and research centers, including the Lodestar Center for Philanthropy and Nonprofit Innovation, the Morrison Institute for Public Policy and the Southwest Interdisciplinary Research Center.

Schools

School of Community Resources and Development

The School of Community Resources & Development (SCRD) at Arizona State University offers undergraduate, graduate and doctoral programs in nonprofit leadership and management, parks and recreation management, tourism development and management, and more.

The early recreation program at Arizona State University was developed and housed in the Department of Health, Physical �ƹ��Ƶ, Recreation and Dance. In 1979, the program was invited to join the new College of Public Programs, where it became the Department of Leisure Studies. During the 1980s, both the tourism and nonprofit management academic areas were added to the department's traditional focus on parks and recreation. The department changed its name to the Department of Recreation Management and Tourism in 1994. In July 2004, the department was elevated to school status and renamed the School of Community Resources and Development.

School of Criminology and Criminal Justice

The School of Criminology and Criminal Justice (CCJ) at Arizona State University offers the degrees of Bachelor of Science in Criminology and Criminal Justice, Master of Science and Doctor of Philosophy in the field of Criminology and Criminal Justice. Starting in 2010, the school also offers an online Master of Arts in Criminal Justice.

Research areas include criminal justice policy, effects of race/ethnicity and gender on sentencing decisions, fraud victimization, gender & crime, gangs, community policing, juvenile court processes, prisoner reentry and reintegration and sentencing policies.

School of Public Affairs

The School of Public Affairs (SPA) at Arizona State University offers undergraduate, graduate and doctoral degrees in the field of public administration and policy.

School of Social Work

The School of Social Work (SSW) at Arizona State University offers undergraduate, graduate and doctoral degrees in the field of social work.

The programs prepare professional social workers for beginning-level generalist practice (BSW), and for advanced practice (MSW) in one of the following specializations: health or behavioral health, children, youth and families, public child welfare, planning, administration and community practice. Its Ph.D. program prepares social work scholars and educators for positions in research, evaluation and social work education. The School of Social Work also offers its BSW and MSW programs in Tucson, Arizona.

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Notable Faculty

Criminology professor Michael D. White is the sole author of the U.S. Justice Department's report on police and body-mounted cameras. White is recognized as a leading expert in the field, receiving national media attention for his research on the use of body-worn video cameras.

Kevin Desouza, Associate professor in the School of Public Affairs and Associate Dean for Research at the College of Public Service & Community Solutions. Desouza authored, co-authored, and/or edited nine books, the most recent being Intrapraneurship: Managing Ideas within Your Organization. His work has also been featured by Sloan Management Review, Harvard Business Review and Businessweek.

School of Social Work faculty Flavio Marsiglia, Ph.D., recipient of the 2012 Community, Culture and Prevention Science Award granted by the Society for Prevention Research. In 2012, he was inducted into the American Academy of Social Work and Social Welfare. Dr. Marsiglia has authored and co-authored more than 100 peer-reviewed journal articles, book chapters and a book entitled Diversity, Oppression and Change: Culturally Grounded Social Work.

Barry Bozeman, Arizona Centennial Professor of Public Management and Technology Policy and Public Management. In 2013, Bozeman won the Public Management Research Association's Frederickson Award for lifetime contributions to public management.

U.S. Representative Kyrsten Sinema has been an adjunct instructor in the School of Social Work since 2003. Sinema received her Master of Social Work from Arizona State University in 1999.

www.greatvaluecolleges.net

Rankings

The School of Criminology & Criminal Justice at Arizona State University is one of the top-ranked graduate criminology programs in the U.S., ranked #12 overall by US News & World Report. Its online graduate Criminal Justice program is ranked 2nd in the nation in the first-ever rankings of online graduate programs by U.S. News & World Report.

The School of Criminology & Criminal Justice began offering its online degree programs in fall 2010 and now enrolls more than 500 students in its bachelor's and master's degree programs.

According to U.S. News & World Report, the School of Public Affairs at Arizona State University is ranked 2nd in the nation among programs focused on city management and urban policy.

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Master Of Business Administration - Masters In Business Administration Schools

noreply@blogger.com (AmiSchool) — Mon, 19 Oct 2015 08:26:00 +0000

businessinformi.blogspot.com

History

Other milestones include:

1930: First management and leadership education program for executives and mid-career experienced managers (the Sloan Fellows Program at the Massachusetts Institute of Technology).
1943: First Executive MBA (EMBA) program for working professionals at the University of Chicago Booth School of Business. Chicago was also the first business school to establish permanent campuses on three continents in Chicago (USA), Barcelona (Europe) and Singapore (Asia). Most business schools today offer a global component to their executive MBA. Since the program was established, the school has moved its campuses and is now based in Chicago, London and Hong Kong.
1946: First MBA focused on global management at Thunderbird School of Global Management.
1950: First MBA outside of the United States, in Canada (Richard Ivey School of Business at The University of Western Ontario), followed by the University of Pretoria in South Africa in 1951.
1955: First MBA offered at an Asian school at the Institute of Business Administration Karachi at the University of Karachi in Pakistan, in collaboration with the Wharton School of the University of Pennsylvania.
1957: First MBA offered at a European school (INSEAD).
1986: First MBA program requiring every student to have a laptop computer in the classroom at the Roy E. Crummer Graduate School of Business at Rollins College (Florida). Beginning with the 1992-1993 academic year, Columbia Business School required all incoming students to purchase a laptop computer with standard software, becoming the first business school to do so.
1994: First online executive MBA program at Athabasca University (Canada).

The MBA degree has been adopted by universities worldwide in both developed and developing countries.

Masters In Business Administration Schools Video

Accreditation

United States

Association to Advance Collegiate Schools of Business (AACSB),
Accreditation Council for Business Schools and Programs (ACBSP), and
International Assembly for Collegiate Business �ƹ��Ƶ (IACBE).

US MBA programs may also be accredited at the institutional level. Bodies that accredit institutions as a whole include:

Middle States Association of Colleges and Schools (MSA),
New England Association of Schools and Colleges (NEASC),
Higher Learning Commission of the North Central Association of Colleges and Schools (HLC),
Northwest Commission on Colleges and Universities (NWCCU),
Southern Association of Colleges and Schools (SACS), and
Western Association of Schools and Colleges (WASC).

Other countries

www-bcf.usc.edu

Programs

Modular MBA programs are similar to part-time programs, although typically employing a lock-step curriculum with classes packaged together in blocks lasting from one to three weeks.

Blended learning programs combine distance learning with face-to-face instruction. These programs typically target working professionals who are unable to attend traditional part-time programs.

businessinformi.blogspot.com

Admissions criteria

mbadegreevsem.blogspot.com

Content

Exit examination

schoolinforme.blogspot.com

Careers

Business analyst or strategist
Business development analyst, associate, or manager
Director (of a department)
Entrepreneur/founder
Financial analyst
Management consultant
Marketing associate, analyst, or manager
Portfolio manager
Project, product, or program manager
Operations analyst, associate, or manager

www.mba-online-program.com

Europe

History

Bologna Accord

Accreditation standards

Austria

Czech Republic

France and French speaking countries

Germany

Italy

Italian MBAs programs at public accredited schools are similar to those offered elsewhere in Europe. Italian Business Schools are accredited by EQUIS and by ASFOR.

Poland

Portugal

Several business schools offer highly ranked MBA programs in Portugal. Portuguese M.B.A programs are increasingly internationally oriented, being taught in English.

Spain

Switzerland

Ukraine

United Kingdom

www.gsom.spbu.ru

Africa

The Financial Times in its Executive �ƹ��Ƶ Rankings for 2012 included 5 African business schools.

Nigeria

South Africa

In 2004 South Africa's Council on Higher �ƹ��Ƶ (CHE) completed an extensive re-accreditation of MBA degrees offered in the country.

Ghana

Business schools of the traditional universities run a variety of MBA programs. In addition, foreign accredited institutions offer MBA degrees by distance learning in Ghana.

Kenya

MBA programs are offered in many public and private universities.

Students choose to specialize in one of the following areas: Accounting, Finance, Entrepreneurship, Insurance and Human Resources. The course takes 4 semesters of about 4 months each.

Tanzania

mastersprogrambest.blogspot.com

Asia

Bangladesh

India

Singapore

Singapore is South East Asia's leading financial hub. Its competitive educational system starts from primary schools to universities and eventually post-graduate studies such as EMBA programs.

Japan

Pakistan

Australia

New Zealand

In New Zealand, most universities offer MBA classes, typically through part-time arrangement or evening classes. Many MBA programs are accredited.

Program rankings

U.S. News & World Report incorporates responses from deans, program directors, and senior faculty about the academic quality of their programs as well as the opinions of hiring professionals. The ranking is calculated through a weighted formula of quality assessment (40%), placement success (35%), and student selectivity (25%).
Business Week's rankings are based on student surveys, a survey of corporate recruiters, and an intellectual capital rating.
Financial Times uses survey responses from alumni who graduated three years prior to the ranking and information from business schools. Salary and employment statistics are weighted heavily.
The Economist Intelligence Unit, published in The Economist, surveys both business schools (80%) and students and recent graduates (20%). Ranking criteria include GMAT scores, employment and salary statistics, class options, and student body demographics.
The Wall Street Journal, which stopped ranking full-time MBA programs in 2007, based its rankings on skill and behavioral development that may predict career success, such as social skills, teamwork orientation, ethics, and analytic and problem-solving abilities.
Forbes considers only the return of investment five years after graduation. MBA alumni are asked about their salary, the tuition fees of their MBA program and other direct costs as well as opportunity costs involved. Based on this data, a final "5-year gain" is calculated and determines the MBA ranking position.

Other rankings use nontraditional attributes:

The Beyond Grey Pinstripes ranking, published by the Aspen Institute, is based on the integration of social and environmental stewardship into university curriculum and faculty research. Rankings are calculated on the amount of sustainability coursework made available to students (20%), amount of student exposure to relevant material (25%), amount of coursework focused on stewardship by for-profit corporations (30%), and relevant faculty research (25%). The 2011 survey and ranking include data from 150 universities.
The Quacquarelli Symonds QS Global 200 Business Schools Report compiles regional rankings of business schools around the world. Ranks are calculated using a two-year moving average of points assigned by employers who hire MBA graduates.
Since 2005, the UT-Dallas Top 100 Business School Research Rankings ranks business schools on the research faculty publish, similar to The Carter Report of the past.

Rankings exhibit intentional selection bias as they limit the surveyed population to a small number of MBA programs and ignore the majority of schools, many with excellent offerings.
Ranking methods may be subject to personal biases and statistically flawed methodologies (especially methods relying on subjective interviews of hiring managers, students, and/or faculty).
Rankings use no objective measures of program quality.
The same list of schools appears in each ranking with some variation in ranks, so a school ranked as number 1 in one list may be number 17 in another list.
Rankings tend to concentrate on representing MBA schools themselves, but some schools offer MBA programs of different qualities and yet the ranking will only rely upon information from the full-time program (e.g., a school may use highly reputable faculty to teach a daytime program, but use adjunct faculty in its evening program or have drastically lower admissions criteria for its evening program than for its daytime program).
A high rank in a national publication tends to become a self-fulfilling prophecy.
Some leading business schools including Harvard, INSEAD, Wharton and Sloan provide limited cooperation with certain ranking publications due to their perception that rankings are misused.

Criticism

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Michigan State University College Of Nursing - University Of Michigan Nursing School

noreply@blogger.com (AmiSchool) — Mon, 19 Oct 2015 00:26:00 +0000

The Michigan State University College of Nursing is the nursing college at Michigan State University. It is located on the southeastern side of campus in East Lansing, Michigan, USA. The college is centered in the Life Sciences Building, adjacent to the College of Human Medicine. The dean of the school is Mary Mundt, PhD, MSN, BSN. The College of Nursing is among the top 100 graduate nursing programs in the country, ranking at #36 in the nation according to U.S. News & World Report. The College of Nursing at Michigan State University offers a professional student environment that fosters professional and personal development of pre-nursing and nursing students. The College shares the university's research, compassion, and high-achieving educational goals. The College provides several options to become a nurse or advance your nursing education. Those include: BSN Pathways (Traditional, Accelerated Second Degree, and Registered Nurses), MSN Concentrations (Nurse Practitioner, Clinical Nurse Specialist and �ƹ��Ƶ, Nurse Anesthesia), DNP program, PhD program and continuing �ƹ��Ƶ. According to the College of Nursing's "80 faculty members represent a diverse blend of leading scholars and distinguished healthcare professionals who bring real world experience to the classroom. They conduct research that helps students graduate with confidence of moving forward with careers." As a part of their role in the College of Nursing, faculty maintains a clinical practice. According to the Faculty Practice, the clinic believes "teaching research, practice and service must be closely integrated to achieve excellence. It is also backed by the research of MSU, education programs of the College and Michigan State University Health Team."

The College of Nursing also offers professional partnerships to deliver community care that improves health outcomes. The College believes utilizing partnerships with numerous individual nurses, healthcare organizations and institutions increases the skills of nursing professionals and positively impact the growing healthcare system.

According to Michigan State University College of Nursing, offering Academic Instructional Support Services (AISS) provides teaching and learning support for faculty and students involved in onsite offsite and distance education programs. There are five technology classrooms located on the first floor of the Life Sciences and Bott Building for nursing education and research. These classrooms include a combination of audio, visual, and computing equipment. The Bott Building supports the College's growth as a national research leader, and will help the state address its nursing shortage. The three-story, 50,000-square-foot building has two of three floors that are devoted to nursing research and doctoral studies. The second and third floors provides space for PhD students and College of Nursing researchers to conduct research and host seminars.

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School Counselor - Online School Counselor Programs

noreply@blogger.com (AmiSchool) — Sun, 18 Oct 2015 16:26:00 +0000

A school counselor is a counselor and an educator who works in elementary, middle, and/or high schools to provide academic, career, college readiness, and personal/social competencies to all K-12 students through a school counseling program.

www.bestvalueschools.com

Duties and functions

The four main school counseling program interventions used include: school counseling core curriculum classroom lessons and annual academic, career/college readiness, and personal/social planning for every student; and group and individual counseling for some students. School counseling is an integral part of the education system in large numbers of countries and in others it is emerging as a critical support for elementary, middle, and high school learning and/or student health concerns.

An outdated term for the profession was guidance counselor; school counselor is preferred due to school counselors' role in advocating for every child's academic, career, college readiness, and personal/social success in every elementary, middle, and high school. In the Americas, Africa, Asia, Europe, and the Pacific, some countries with no formal school counseling programs use teachers or psychologists to do school counseling with a primary emphasis on career development.

Countries vary in how a school counseling program and services are provided based on economics (funding for schools and school counseling programs), social capital (independent versus public schools), and school counselor certification and credentialing movements in education departments, professional associations, and national and local legislation. In 2013, school counseling is established in 62 countries and emerging in another seven.

An international scoping project on school-based counseling showed school counseling is mandatory in 39 countries, 32 USA states, one Australian state, 3 German states, 2 countries in the United Kingdom, and three provinces in Canada. The largest accreditation body for Counselor �ƹ��Ƶ/School Counseling programs is the Council for the Accreditation of Counseling and Related �ƹ��Ƶal Programs (CACREP). International Counselor �ƹ��Ƶ programs are accredited through a CACREP affiliate, the International Registry of Counselor �ƹ��Ƶ Programs (IRCEP).

In some countries, school counseling is provided by school counseling specialists (for example, Botswana, China, Finland, Israel, Malta, Nigeria, Romania, Taiwan, Turkey, United States). In other cases, school counseling is provided by classroom teachers who either have such duties added to their typical teaching load or teach only a limited load that also includes school counseling activities (for example- India, Japan, Mexico, South Korea, Zambia). The IAEVG focuses primarily on career development with some international school counseling articles and conference presentations.

Both the IAEVG and the Vanguard of Counsellors have promoted school counseling internationally.

Online School Counselor Programs Video

History, mandates, and school counselor to student ratios

Armenia

After the collapse of the Soviet Union, the post-Soviet Psychologists of Armenia together with the Government started developing the institution of School Counselor within Armenian Schools.

Australia

While the national policy is supportive of school counseling, only one Australian state requires it. The school counselor to student ratio ranges from 1: 850 in the Australian Capital Territory to 1:18,000 in the state of Tasmania.School counselors play an integral part in the Australian schooling system, they provide support to teachers, parents and students. Part of their care includes; counseling students, assisting parents/guardians to make informed decisions about their child's education, both learning and behavioral. Assist schools and parents in assessing disabilities and liaise with outside agencies to provide the best support for schools, teachers, students and parents.

Austria

Austria mandates school counseling at the high school level.

Bahamas

The Bahamas mandate school counseling.

Belgium

Although not mandated, there is some school counseling done in schools and in community centers in the three regions of the country.

Botswana

Botswana mandates school counseling.

Canada

In Canada, most provinces have adapted K-12 comprehensive school counseling programs similar to those initiated by and adapted in the ASCA National Model. School counselors reported in 2004 at a conference in Winnipeg on issues such as budget cuts, lack of clarity about school counselor roles, high student to school counselor ratios, especially in elementary schools, and how using a comprehensive school counseling model helped to clarify school counselor roles with teachers and administrators and strengthen the profession. In 2009, The Canadian Counselling Association (CCA) became the Canadian Counselling and Psychotherapy Association (CCPA). Three Canadian provinces require school counseling.

CCPA established a page dedicated to the specific needs of Parenting, Children, and the Classroom called Counselling Connect located at http://www.ccpa-accp.ca/blog/?cat=9

China

China has put substantial financial resources into school counseling with strong growth in urban areas but less than 1% of rural students receiving it; China does not mandate school counseling.

In China, discussed the main influences on school counseling as being Chinese philosophers Confucius and Lao-Tsu, who provided early models of child and adult development that later influenced the work of Abraham Maslow and Carl Rogers.

Only 15% of high school students are admitted to college in China, so the entrance exams are fiercely competitive and those who do enter university graduate at a rate of 99%. Much pressure is put on children and adolescents to study and be able to attend college and this pressure is a central school counseling focus in China. An additional stressor is that there are not enough places for students to attend college, and over 1/3 of college graduates cannot find jobs, so career and employment counseling and development are central in school counseling.

There is a stigma related to personal or emotional problems and even though most universities and many schools now have counselors, there is a reluctance by many students to seek counseling for issues such as anxiety and depression. There is no national system of certifying school counselors. Most are trained in Western-developed cognitive methods including REBT, Rogerian, Family Systems, Behavior Modification, and Object Relations and also recommend Chinese methods such as qi-gong (deep breathing), acupuncture, and music therapy. shared that Chinese school counselors always work within a traditional Chinese world view of a community and family-based system that lessens the primacy of focus on the individual. In Hong Kong, Hui (2000) discussed work on moving toward comprehensive whole-school counseling programs and away from a remediation-style model.

Middle school students are the priority for school counseling services in China.

Costa Rica

Costa Rica mandates school counseling.

Croatia

School counseling is only available in certain schools.

Cyprus

In 1991 Cyprus mandated school counseling with a goal of 60 students to every school counselor and one full-time school counselor for every high school although neither of these goals has been accomplished fully.

Czech Republic

The Czech Republic mandates school counseling.

Denmark

Denmark mandates school counseling.

Egypt

School counseling services are delivered by school psychologists with a ratio of 1 school psychologist to every 3,080 students.

Estonia

School counseling is only available in certain schools.

Finland

In Finland, legislation has been passed in terms of the school counseling system. The Basic �ƹ��Ƶ Act of 1998 states that every student must receive school counseling services. All Finnish school counselors must have a teaching certificate as well as master's degree in a specific subject and a specialized certificate in school counseling. Finland has a school counselor to student ratio of 1:245.

France

France mandates school counseling in high schools.

Gambia

Gambia mandates school counseling.

Georgia

The school counselor to student ratio in Georgia is 1:615.

Germany

One German state requires school counseling at all levels but high school counseling is established in all states.

Ghana

Ghana mandates school counseling

Greece

There are provisions for academic and career counseling in middle and high schools but school counseling is not mandated and emotional/mental health counseling is done in community agencies.

THE HISTORY - NATIONAL GUIDANCE RESOURCES CENTRE - GREECE

This was first established by a team of researchers at the Athens University of Economics & Business (ASOEE) in 1993, under the leadership of Professor Emmanuel J. Yannakoudakis, Professor of Computer Science). The team received funding under the European Union (PETRA II Programme): The establishment of a national occupational guidance resources centre, 1993-1994. The team of Professor Yannakoudakis also organised a series of seminars and lectures to train the first occupational guidance counsellors in Greece between 1993 - 1994.

Further research projects at the Athens University of Economics & Business were carried as part of the European Union (LEONARDO Programme): a) A pilot project on the use of multimedia for career analysis, 1995-1999, b) Guidance towards the future, 1995-1999, c) On the move guidance system, 1996-2001 (this project was praised as «one of 200 outstanding projects from the first three years of the Leonardo da Vinci projects»), d) Eurostage for guidance systems, 1996-1999.

Netherlands

School counseling exists at the high school level.

Hong Kong

Hong Kong mandates school counseling.

Iceland

Iceland mandates school counseling.

India

In India, Central Board of Secondary �ƹ��Ƶ guidelines expect one school counselor will be appointed for every affiliated school, but this is less than 3% of all Indian

Indonesia

Indonesia mandates school counseling only in middle

Iran

Middle school students are the priority for school counseling in Iran and it is mandated in high schools but there are not enough school counselors particularly in rural areas.

Ireland

In Ireland, school counseling began in County Dublin in the 1960s and went countrywide in the 1970s. However, legislation in the early 1980s severely curtailed the movement due to budget constraints. The main organization for school counseling profession is the IGC or Institute of Guidance Counsellors, which has a code of ethics.

Israel

In Israel, a 2005 study by Erhard & Harel of 600 elementary, middle, and high school counselors found that a third of school counselors were delivering primarily traditional individual counseling services, about a third were delivering preventive classroom counseling curriculum lessons, and a third were delivering both individual counseling services and school counseling curriculum lessons in a more balanced or comprehensive developmental school counseling program; school counselor roles varied due to three elements: the school counselor's personal preferences, school level, and the principal's expectations. Erhard & Harel stated that the profession in Israel, like many other countries, is transforming from various marginal and ancillary services to a comprehensive school counseling approach integral in the total school's education program. in 2011-12, Israel had a school counselor to student ratio of 1:570

Italy

School counseling is not well developed in Italy.

Japan

In Japan, school counseling is a very recent phenomenon with school counselors being introduced only in the mid-1990s and then often only part-time with a strong emphasis on assisting with behavioral issues. Middle school students are the priority for school counseling in Japan and it is mandated.

Jordan

Jordan mandates school counseling having 1,950 school counselors working in 2011-12.

Latvia

School counseling was introduced in Latvia in 1929 but disappeared in World War II.

Lebanon

In Lebanon, the government sponsored the first training of school counselors for public elementary and middle schools in 1996. There are now school counselors in about 1/5 of the elementary and middle schools in Lebanon and none in the high schools. They have been trained in delivering preventive, developmental, and remedial services. Private schools have some school counselors serving all grade levels but the focus is exclusively individual counseling and primarily remedial. Challenges include regular violence and wartime strife and not enough resources and a lack of a professional school counseling organization, assignment of school counselors to cover more than one school at a time, and only two school counseling graduate programs in the country. Last, for persons trained in Western models of school counseling there are dangers of overlooking unique cultural and family aspects of Lebanese society.

Lithuania

School counseling was introduced in 1931 but disappeared during World War II.

Macau

Macau mandates school counseling.

Malaysia

Malaysia mandates school counseling only in middle/high school.

Malta

In Malta, school counseling services began in 1968 in the Department of �ƹ��Ƶ based on recommendations from a UNESCO consultant and used these titles: �ƹ��Ƶ Officer, School Counsellor, and Guidance Teacher. Through the 1990s they included school counselor positions in primary and trade schools in addition to secondary schools. Guidance teachers are mandated at a 1:300 teacher to student ratio. Malta mandates school counseling.

Nepal

Nepal mandates school counseling.

New Zealand

New Zealand mandates school counseling but since 1988 when education was decentralized, there has been a perceived decline in the prevalence of school counselors and the quality and service delivery of school counseling.

Nigeria

In Nigeria, school counseling began in 1959 and exists in some high schools. It rarely exists at the elementary school level. Where there are federally funded secondary schools, there are some professionally trained school counselors. However, in many cases, there are only teachers who function as career masters/mistresses. School counselors often have teaching and other responsibilities that take time away from their school counseling tasks. The Counseling Association of Nigeria (CASSON) was formed in 1976 to promote the profession, but there is no code of ethics. However, a certification/licensure board has been formed. Aluede, Adomeh, & Afen-Akpaida (2004) discussed the overreliance on textbooks from the USA and the need for school counselors in Nigeria to take a whole-school approach and lessen the focus on individual approaches and honor the traditional African world view that values the family and community's roles in decision-making as paramount for effective decision-making in schools.

Norway

Norway mandates school counseling.

Oman

There is some evidence of school counseling services at the high school level.

Philippines

The Philippines mandates school counseling in middle and high school. The Congress of the Philippines passed the Guidance and Counseling Act of 2004, with a specific focus on Professional Practice, Ethics, National Certification, and the creation of a Regulatory Body, and specialists in school counseling are subject to this law.

Poland

School counseling was introduced in 1918 but disappeared during World War II.

Portugal

Portugal mandates school counseling at the high school level.

Romania

Romania mandates school counseling.

Rwanda

School counseling has focused primarily on trauma-based counseling

Saudi Arabia

School counseling is developing in Saudi Arabia. In 2010, 90% of high schools had some type of school counseling service.

Serbia

School counseling is available only in certain schools.

Singapore

Singapore mandates school counseling.

Slovakia

Slovakia mandates school counseling.

South Korea

In South Korea, school counselors must teach a subject besides counseling, and not all school counselors are appointed to counseling positions, even though Korean law requires school counselors in all middle and high schools.

Spain

Spain provides school counseling at the high school level although it is unclear if it is mandated.

St. Kitts

St. Kitts mandates school counseling.

Sweden

Sweden mandates school counseling.

Switzerland

School counseling is found at the high school level.

Syria

School counseling has focused primarily on trauma-based counseling of students that prior to the war was done in schools but is now found in either in a school club or refugee camp sponsored and staffed by UNICEF.

Taiwan

In Taiwan, school counseling traditionally was done by "guidance teachers." Recent advocacy by the Chinese Guidance and Counseling Association pushed for licensure for school counselors in Taiwan's public schools. Prior to this time, the focus had been primarily individual and group counseling, play therapy, career counseling and development, and stress related to national university examinations.

Tanzania

Tanzania mandates school counseling

Thailand

The Thai government has put substantial funding into school counseling but does not mandate it.

Trinidad and Tobago

Trinidad and Tobago mandate school counseling.

Turkey

Turkey mandates school counseling and is well-established in all schools.

Uganda

Uganda mandates school counseling.

United Arab Emirates

There is some evidence of school counseling at the high school level in the United Arab Emirates.

United Kingdom

School counseling originated in the UK to support underachieving students and involved specialist training for teachers. Two UK countries require school counseling.

United States

In the United States, the school counseling profession began with the vocational guidance movement at the beginning of the 20th century now known as career development. Jesse B. Davis was the first to provide a systematic school guidance program. In 1907, he became the principal of a high school and encouraged the school English teachers to use compositions and lessons to relate career interests, develop character, and avoid behavioral problems. Many others during this time also focused on what is now called career development. For example, in 1908, Frank Parsons, "Father of Vocational Guidance" established the Bureau of Vocational Guidance to assist young people in making the transition from school to work.

From the 1920s to the 1930s, school counseling grew because of the rise of progressive education in schools. This movement emphasized personal, social, moral development. Many schools reacted to this movement as anti-educational, saying that schools should teach only the fundamentals of education. This, combined with the economic hardship of the Great Depression, led to a decline in school counseling. In the 1940s, psychologists and counselors selected, recruited, and trained military personnel. This propelled the school counseling movement in schools by providing ways to test students and meet their needs. Schools accepted these military tests openly. Also, Carl Rogers' emphasis on helping relationships and a move away from directive "guidance" to nondirective or person-centered "counseling" influenced the profession of school counseling.

In the 1950s the government established the Guidance and Personnel Services Section in the Division of State and Local School Systems. In 1957, the Soviet Union launched Sputnik I. Out of concern that the Russians were winning the space race and that there were not enough scientists and mathematicians, the government passed the National Defense �ƹ��Ƶ Act, spurring growth in vocational counseling through larger funding. In the 1960s, new legislation and professional developments refined the school counseling profession (Schmidt, 2003).

The 1960s was also a time of great federal funding for land grant colleges and universities in establishing Counselor �ƹ��Ƶ programs. School counseling shifted from an exclusive focus on career development and added personal and social issues paralleling the rise of social justice and civil rights movements. In the early 1970s, Dr. Norm Gysbers began shifting the profession from school counselors as solitary professionals into having a comprehensive developmental school counseling program for all students K-12. He and his colleagues' research evidenced strong correlations between fully implemented school counseling programs and student academic success; a critical part of the evidence base for the profession based on their work in the state of Missouri. Dr. Chris Sink & associates showed similar evidence-based success for school counseling programs at the elementary and middle school levels in Washington State.

But school counseling in the 1980s and early 1990s was absent from educational reform efforts. The profession was facing irrelevance as the standards-based educational movement gained strength with little evidence of systemic effectiveness for school counselors. In response, consulted with elementary, middle, and high school counselors and created the ASCA Student Standards with three core domains (Academic, Career, Personal/Social), nine standards, and specific competencies and indicators for K-12 students. A year later, the first systemic meta-analysis of school counseling was published focused on outcome research in academic, career, and personal/social domains.

In the late 1990s, a former mathematics teacher, school counselor, and administrator, Pat Martin, was hired by The �ƹ��Ƶ Trust to focus the school counseling profession on closing the achievement gap that harmed children and adolescents of color, poor and working class children and adolescents, bilingual children and adolescents and children and adolescents with disabilities. Martin developed focus groups of K-12 students, parents, guardians, teachers, building leaders, and superintendents, and interviewed professors of School Counselor �ƹ��Ƶ. She hired a school counselor educator from Oregon State University, Dr. Reese House, and they co-created what emerged in 2003 as the National Center for Transforming School Counseling (NCTSC).

The NCTSC focused on both changing school counselor education at the graduate level and changing school counselor practice in local districts to teach school counselors how to prevent, intervene with, and close achievement and opportunity gaps. In the focus groups, they found what Hart & Jacobi had indicated---too many school counselors were gatekeepers for the status quo instead of advocates for the academic success of every child and adolescent. Too many school counselors used inequitable practices, supported inequitable school policies, and were unwilling to change.

This professional behavior kept many students from non-dominant backgrounds (i.e., students of color, poor and working class students, students with disabilities, and bilingual students) from getting the rigorous coursework and academic, career, and college access skills needed to successfully graduate from high school and pursue post-secondary options including college. They funded six $500,000 grants for six Counselor �ƹ��Ƶ/School Counseling programs, with a special focus on rural and urban settings, to transform their school counseling programs to include a focus on teaching school counselor candidates advocacy, leadership, teaming and collaboration, equity assessment using data, and culturally competent program counseling and coordination in 1998 (Indiana State University, University of Georgia, University of West Georgia, University of California-Northridge, University of North Florida, and Ohio State University) and then over 25 other Counselor �ƹ��Ƶ/School Counseling programs joined as companion institutions in the following decade. By 2008, NCTSC consultants had worked in over 100 school districts and major cities and rural areas to transform the work of school counselors.

In 2002, the American School Counselor Association released the first edition of the ASCA National Model: A framework for school counseling programs, written by Dr. Trish Hatch and Dr. Judy Bowers (2003), comprising key school counseling components: the work of Drs. Norm Gysbers, Curly & Sharon Johnson, Robert Myrick, Carol Dahir & Cheri Campbell's ASCA National Standards, and the skill-based focus for closing achievement and opportunity gaps from the �ƹ��Ƶ Trust's Pat Martin and Dr. Reese House into one document. In 2003, the Center for School Counseling Outcome Research and Evaluation (CSCORE) was developed as a clearinghouse for evidence-based practice with regular research briefs disseminated and original research projects developed and implemented with founding director Dr. Jay Carey. One of the research fellows, Dr. Tim Poynton, developed the EZAnalyze software program for all school counselors to use as free-ware to assist in using data-based interventions and decision-making.

In 2004, the ASCA Ethical Standards for School Counselors was revised to focus on issues of equity, closing achievement and opportunity gaps, and ensuring all K-12 students received access to a school counseling program. Also in 2004, Pat Martin moved to the College Board and hired School Counselor Educator Dr. Vivian Lee. They developed an equity-focused entity on school counselors' role in college readiness and admission counseling, the National Office for School Counselor Advocacy (NOSCA). NOSCA developed research scholarships for research on college counseling by K-12 school counselors and how it is taught in School Counselor �ƹ��Ƶ programs.

On January 1, 2006, the USA Congress declared the first week of February National School Counseling Week, which grew out of advocacy from ASCA members.

In 2008, the first NOSCA study was released by Dr. Jay Carey and colleagues focused on innovations in selected College Board "Inspiration Award" schools where school counselors collaborated inside and outside their schools for high college-going rates and strong college-going cultures in schools with large numbers of students of non-dominant backgrounds. In 2008, ASCA released School Counseling Competencies focused on assisting school counseling programs to effectively implement the ASCA Model.

Also in 2008, in support of the ASCA Model and new vision school counseling, Dr. Rita Schellenberg introduced standards blending as a cross-walking approach to align school counseling with the academic achievement mission of schools as well as two data-based reporting systems, SCORE and SCOPE.

In 2009, NOSCA released a national study under the leadership of Dr. Vicki Brooks-McNamara addressing the school counselor/principal connection with specific recommendations for best practices in collaborative leadership in school counseling.

In 2010, the Center for Excellence in School Counseling and Leadership (CESCAL) co-sponsored the first school counselor and educator conference devoted to the needs of lesbian, bisexual, gay, and transgender students in San Diego, California.

In 2011, Counseling at the Crossroads: The perspectives and promise of school counselors in American education, the largest survey of high school and middle school counselors in the United States (over 5,300 interviews), was released by the College Board's National Office for School Counselor Advocacy, the National Association of Secondary School Principals, and the American School Counselor Association. The study shared school counselors' views on educational policies, practices, and reform, and how many of them, especially in urban and rural school settings, are not given the chance to focus on what they were trained to do, especially career and college access counseling and readiness for all students, in part due to high caseloads and inappropriate tasks that take up too much of their time. School counselors made strong suggestions about their crucial role in accountability and success for all students and how school systems need to change so that school counselors can be key players in student success. Implications for public policy and district and school-wide change are addressed. The National Center for Transforming School Counseling at The �ƹ��Ƶ Trust released a brief, Poised to Lead: How School Counselors Can Drive Career and College Readiness, challenging all schools to utilize school counselors for equity and access for rigorous courses for all students and ensuring college and career access skills and competencies be a major focus of the work of school counselors K-12.

In 2012, the CSCORE assisted in evaluating and publishing six statewide research studies assessing the effectiveness of school counseling programs based on statewide systemic use of school counseling programs such as the ASCA National Model and their outcomes in Professional School Counseling. Research indicated strong correlational evidence between lower school counseling ratios and better student success academically, in terms of career and college access/readiness/admission, and for various personal/social issues including school safety, reduced disciplinary issues, and better attendance in schools with fully implemented school counseling programs.

Also in 2012, the American School Counselor Association released the third edition of the ASCA National Model. Also, the National Center for Transforming School Counseling (NCTSC) created a School Counselor Educator Coalition to further transform graduate School Counselor �ƹ��Ƶ programs in the new vision of school counseling for K-12 school counselors. Twenty universities were represented and four School Counselor Educator faculty mentors were named: Dr. Carolyn Stone, University of North Florida, Dr. Trish Hatch, San Diego State University, Dr. Stuart Chen-Hayes, City University of New York/Lehman College, and Dr. Erin Mason, DePaul University.

In 2013, Northern Kentucky University and the Center for School Counseling Outcome Research and Evaluation (CSCORE) launched an annual Evidence-Based School Counseling Conference with specific strands for school counselors, building and district leaders, and school counselor educators

Venezuela

School counseling is mandated in Venezuela and it has focused on cultural competency.

Vietnam

School counseling is mandated in Vietnam.

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Roles, school counseling programs, associations, and ethics

Professional school counselors ideally implement a school counseling program that promotes and enhances student achievement (Hatch & Bowers, 2003, 2005; ASCA, 2012). A framework for appropriate and inappropriate school counselor responsibilities and roles is outlined in the ASCA National Model (Hatch & Bowers, 2003, 2005; ASCA, 2012). School counselors, in most USA states, usually have a Master's degree in school counseling from a Counselor �ƹ��Ƶ graduate program. In Canada, they must be licensed teachers with additional school counseling training and focus on academic, career, and personal/social issues. China requires at least three years of college experience. In Japan, school counselors were added in the mid-1990s, part-time, primarily focused on behavioral issues. In Taiwan, they are often teachers with recent legislation requiring school counseling licensure focused on individual and group counseling for academic, career, and personal issues. In Korea, school counselors are mandated in middle and high schools.

School counselors are employed in elementary, middle, and high schools, and in district supervisory settings and in counselor education faculty positions (usually with an earned Ph.D. in Counselor �ƹ��Ƶ in the USA or related graduate doctorates abroad), and post-secondary settings doing academic, career, college readiness, and personal/social counseling, consultation, and program coordination. Their work includes a focus on developmental stages of student growth, including the needs, tasks, and student interests related to those stages(Schmidt, 2003).

Professional school counselors meet the needs of student in three basic domains: academic development, career development, and personal/social development (Dahir & Campbell, 1997; Hatch & Bowers, 2003, 2005; ASCA, 2012) with an increased emphasis on college access. Knowledge, understanding and skill in these domains are developed through classroom instruction, appraisal, consultation, counseling, coordination, and collaboration. For example, in appraisal, school counselors may use a variety of personality and career assessment methods (such as the or (based on the) to help students explore career and college needs and interests.

School counselor interventions include individual and group counseling for some students. For example, if a student's behavior is interfering with his or her achievement, the school counselor may observe that student in a class, provide consultation to teachers and other stakeholders to develop (with the student) a plan to address the behavioral issue(s), and then collaborate to implement and evaluate the plan. They also provide consultation services to family members such as college access, career development, parenting skills, study skills, child and adolescent development, and help with school-home transitions.

School counselor interventions for all students include annual academic/career/college access planning K-12 and leading classroom developmental lessons on academic, career/college, and personal/social topics. The topics of character education, diversity and multiculturalism (Portman, 2009), and school safety are important areas of focus for school counselors. Often school counselors will coordinate outside groups that wish to help with student needs such as academics, or coordinate a program that teaches about child abuse or drugs, through on-stage drama (Schmidt, 2003).

School counselors develop, implement, and evaluate school counseling programs that deliver academic, career, college access, and personal/social competencies to all students in their schools. For example, the ASCA National Model (Hatch & Bowers, 2003, 2005; ASCA, 2012) includes the following four main areas:

Foundation - a school counseling program mission statement, a beliefs/vision statement, SMART Goals; ASCA Student Standards & ASCA Code of Ethics;
Delivery System - how school counseling core curriculum lessons, planning for every student, and individual and group counseling are delivered in direct and indirect services to students (80% of school counselor time);
Management System - calendars; use of data tool; use of time tool; administrator-school counselor agreement; advisory council; small group, school counseling core curriculum, and closing the gap action plans; and
Accountability System - school counseling program assessment; small group, school counseling core curriculum, and closing-the-gap results reports; and school counselor performance evaluations based on school counselor competencies.

The model (ASCA, 2012) is implemented using key skills from the �ƹ��Ƶ Trust's Transforming School Counseling Initiative: Advocacy, Leadership, Teaming and Collaboration, and Systemic Change.

School Counselors are expected to follow a professional code of ethics in many countries. For example, In the USA, they are the American School Counselor Association (ASCA) School Counselor Ethical Code, the American Counseling Association (ACA) Code of Ethics., and the National Association for College Admission Counseling (NACAC) Statement of Principles of Good Practice (SPGP).

School Counselors around the world are affiliated with various national and regional school counseling associations, and must abide by their guideline. These associations include:

African Counseling Association (AfCA)
Asociacion Argentina de Counselors (AAC-Argentina)
Associacao Portuguesa de Psicoterapia centrada na Pessoa e de Counselling (APPCPC-Portugal)
Australian Guidance and Counselling Association (AGCA)
Canadian Counseling Association (CCA)/Association Canadienne de Counseling (ACC)
Hong Kong Association of Guidance Masters and Career Masters (HKAGMCM)
Cypriot Association of School Guidance Counsellors (OELMEK)
European Counseling Association (ECA)
France Ministry of �ƹ��Ƶ
Hellenic Society of Counselling and Guidance (HESCOG-Greece)
International Baccalaureate (IB)
International Vanguard of Counsellors (IVC)
International Association for �ƹ��Ƶal and Vocational Guidance (IAEVG)
Association Internationale d'Orientation Scolaire et Professionnelle (AIOSP)
Internationale Vereinigung für Schul- und Berufsberatung (IVSBB)
Asociación Internacional para la Orientación Educativa y Profesional(AIOEP)
Institute of Guidance Counselors (IGC) (Ireland)
Kenya Association of Professional Counselors (KAPC)
Department of �ƹ��Ƶ-Malta
New Zealand Association of Counsellors/Te Roopu Kaiwhiriwhiri o Aotearoa (NZAC)
Counseling Association of Nigeria (CASSON)
Philippine Guidance and Counseling Association (PGCA)
Counseling & Psychotherapy in Scotland (COSCA)
Singapore Association for Counseling (SAC)
Federacion Espanola de Orientacion y Psicopedagogia (FEOP-Spain)
the Taiwan Guidance and Counseling Association (TGCA)
Counselling Children and Young People (BACP affiliate, UK)
British Association for Counselling and Psychotherapy (BACP-UK)
American Counseling Association (ACA-USA)
American School Counselor Association (ASCA-USA)
Center for Excellence in School Counseling and Leadership(CESCaL) (USA)
Center for School Counseling Outcome Research (CSCOR-USA) Council for the Accreditation of Counseling and Related �ƹ��Ƶal Programs (CACREP-USA and international)
National Board for Certified Counselors (NBCC, USA)
National Office for School Counselor Advocacy (NOSCA) at The College Board (USA)
National Center for Transforming School Counseling (NCTSC) at The �ƹ��Ƶ Trust (USA)
Overseas Association of College Admissions Counselors (OACAC an affiliate of National Association of College Admissions Counselors-USA)

Elementary school counseling

Elementary school counselors provide academic, career, college access, and personal and social competencies and planning to all students, and individual and group counseling for some students and their families to meet the developmental needs of young children K-6. Transitions from pre-school to elementary school and from elementary school to middle school are an important focus for elementary school counselors. Increased emphasis is placed on accountability for closing achievement and opportunity gaps at the elementary level as more school counseling programs move to evidence-based work with data and specific results.

School counseling programs that deliver specific competencies to all students help to close achievement and opportunity gaps. To facilitate individual and group school counseling interventions, school counselors use developmental, cognitive-behavioral, person-centered (Rogerian) listening and influencing skills, systemic, family, multicultural, narrative, and play therapy theories and techniques. released a research study showing the effectiveness of elementary school counseling programs in Washington state.

Middle school counseling

Middle school counselors provide school counseling curriculum lessons on academic, career, college access, and personal and social competencies, advising and academic/career/college access planning to all students and individual and group counseling for some students and their families to meet the needs of older children/early adolescents in grades 7 and 8.

Middle School College Access curricula have been developed by The College Board to assist students and their families well before reaching high school. To facilitate the school counseling process, school counselors use theories and techniques including developmental, cognitive-behavioral, person-centered (Rogerian) listening and influencing skills, systemic, family, multicultural, narrative, and play therapy. Transitional issues to ensure successful transitions to high school are a key area including career exploration and assessment with seventh and eighth grade students. Sink, Akos, Turnbull, & Mvududu released a study in 2008 confirming the effectiveness of middle school comprehensive school counseling programs in Washington state.

High school counseling

High school counselors provide academic, career, college access, and personal and social competencies with developmental classroom lessons and planning to all students, and individual and group counseling for some students and their families to meet the developmental needs of adolescents (Hatch & Bowers, 2003, 2005, 2012). Emphasis is on college access counseling at the early high school level as more school counseling programs move to evidence-based work with data and specific results that show how school counseling programs help to close achievement, opportunity, and attainment gaps ensuring all students have access to school counseling programs and early college access activities. The breadth of demands high school counselors face, from educational attainment (high school graduation and some students' preparation for careers and college) to student social and mental health, has led to ambiguous role definition. Summarizing a 2011 national survey of more than 5,300 middle school and high school counselors, researchers argued: "Despite the aspirations of counselors to effectively help students succeed in school and fulfill their dreams, the mission and roles of counselors in the education system must be more clearly defined; schools must create measures of accountability to track their effectiveness; and policymakers and key stakeholders must integrate counselors into reform efforts to maximize their impact in schools across America".

Transitional issues to ensure successful transitions to college, other post-secondary educational options, and careers are a key area. The high school counselor helps students and their families prepare for post-secondary education including college and careers (e.g. college, careers) by engaging students and their families in accessing and evaluating accurate information on what the National Office for School Counselor Advocacy calls the 8 essential elements of college and career counseling: (1) College Aspirations, (2) Academic Planning for Career and College Readiness, (3) Enrichment and Extracurricular Engagement, (4) College and Career Exploration and Selection Processes, (5) College and Career Assessments, (6) College Affordability Planning, (7) College and Career Admission Processes, and (8) Transition from High School Graduation to College Enrollment. Some students turn to private college admissions advisors but there is no research evidence that private college admissions advisors have any effectiveness in assisting students attain selective college admissions.

Lapan, Gysbers & Sun showed correlational evidence of the effectiveness of fully implemented school counseling programs on high school students' academic success. Carey et al.'s 2008 study showed specific best practices from high school counselors raising college-going rates within a strong college-going environment in multiple USA-based high schools with large numbers of students of nondominant cultural identities.

www.bestvalueschools.com

�ƹ��Ƶ credentials and certification

The education of school counselors (school counsellors) around the world varies based on the laws and cultures of countries and the historical influences of their educational and credentialing systems and professional identities related to who delivers academic, career, college readiness, and personal/social information, advising, curriculum, and counseling and related services.

In Canada, school counselors must be certified teachers with additional school counseling training.

In China, there is no national certification or licensure system for school counselors.

Korea requires school counselors in all middle and high schools.

In the Philippines, school counselors must be licensed with a master's degree in counseling.

Taiwan instituted school counselor licensure for public schools (2006) through advocacy from the

In the USA, a school counselor is a certified educator with a master's degree in school counseling (usually from a Counselor �ƹ��Ƶ graduate program) with school counseling graduate training including qualifications and skills to address all students' academic, career, college access and personal/social needs. Once you have completed your Master's degree you can take one of 2 certification options in order to become fully licensed as a professional school counselor.

About half of all Counselor �ƹ��Ƶ programs that offer school counseling are accredited by the Council on the Accreditation of Counseling and Related �ƹ��Ƶal Programs (CACREP) and all are in the USA with one in Canada. In 2010 one was under review in Mexico. CACREP maintains a current list of accredited programs and programs in the accreditation process on their website. CACREP desires to accredit more international counseling university programs.

According to CACREP, an accredited school counseling program offers coursework in Professional Identity and Ethics, Human Development, Counseling Theories, Group Work, Career Counseling, Multicultural Counseling, Assessment, Research and Program Evaluation, and Clinical Coursework--a 100-hour practicum and a 600-hour internship under supervision of a school counseling faculty member and a certified school counselor site supervisor (CACREP, 2001).

When CACREP released the 2009 Standards, the accreditation process became performance-based including evidence of school counselor candidate learning outcomes. In addition, CACREP tightened the school counseling standards with specific evidence needed for how school counseling students receive education in foundations; counseling prevention and intervention; diversity and advocacy; assessment; research and evaluation; academic development; collaboration and consultation; and leadership in K-12 school counseling contexts.

Certification practices for school counselors vary around the world. School counselors in the USA may opt for national certification through two different boards. The National Board for Professional Teaching Standards (NBPTS) requires a two-to-three year process of performance based assessment, and demonstrate (in writing) content knowledge in human growth/development, diverse populations, school counseling programs, theories, data, and change and collaboration. In February 2005, 30 states offered financial incentives for this certification.

Also in the USA, The National Board for Certified Counselors (NBCC) requires passing the National Certified School Counselor Examination (NCSC), including 40 multiple choice questions and seven simulated cases assessing school counselors' abilities to make critical decisions. Additionally, a master's degree and three years of supervised experience are required. NBPTS also requires three years of experience, however state certification is required (41 of 50 states require a master's degree). At least four states offer financial incentives for the NCSC certification.

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Job growth and earnings

The rate of job growth and earnings for school counselors depends on the country that one is employed in and how the school is funded--public or independent. School counselors working in international schools or "American" schools globally may find similar work environments and expectations to the USA. School counselor pay varies based on school counselor roles, identity, expectations, and legal and certification requirements and expectations of each country. According to the Occupational Outlook Handbook (OOH), the median salary for school counselors in the USA in 2010 was (USD) $53,380 or $25.67 hourly. According to an infographic designed by Wake Forest University, the median salary of school counselors in the US was $43,690. The USA has 267,000 employees in titles such as School Counselor or related titles in education and advising and college and career counseling. The projected growth for school counselors is 14-19% or faster than average than other occupations in the USA with a predicted 94,000 job openings from 2008-2018. " In Australia, a survey by the Australian Guidance and Counseling Association found that school counselor salary ranged from (AUD) the high 50,000s to the mid 80,000s.

Among all counseling specialty areas, public elementary, middle and high school counselors are (2009) paid the highest salary on average of all counselors. Budget cuts, however, have affected placement of public school counselors in Canada, Ireland, the United States, and other countries due to the global recession in recent years. In the United States, rural areas and urban areas traditionally have been under-served by school counselors in public schools due to both funding shortages and often a lack of best practice models. With the advent of No Child Left Behind legislation in the USA and a mandate for school counselors to be working with data and showing evidence-based practice, school counselors able to show and share results in assisting to close gaps are in the best position to argue for increased school counseling resources and positions for their programs (Hatch & Bowers, 2003, 2005; ASCA, 2012).

schoolsonlinemuhan.blogspot.com

Notable school counselors

Fernando Cabrera, USA politician
Ern Condon, Canadian politician
Derrick Dalley, Canadian politician
François Gendron, Canadian politician
Steve Lindberg, USA politician
Lillian Ortiz-Self, USA politician
Tony Resch, USA lacrosse player
Tom Tillberry, USA politician
Tom Villa, USA politician

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William James College - Psychology Schools Online

noreply@blogger.com (AmiSchool) — Sun, 18 Oct 2015 12:26:00 +0000

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�ƹ��Ƶal approach

Psychology Schools Online Video

Specialty areas

William James College also has special training programs in child and adolescent mental health.

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Academic programs

Clinical Psychology

Clinical Psychology PsyD

Counseling Psychology

Counseling Psychology, MA
Counseling Psychology and Community Mental Health, MA
Counseling and Health Psychology, MA
Forensic and Counseling Psychology, MA (Blended)
Counseling Psychology and Global Mental Health, MA
Counseling Psychology in Expressive Arts Therapy, MA
Counseling Psychology in Couples and Family Therapy, MA

Organizational and Leadership Psychology

Leadership Psychology, PsyD (Blended). See also an explanation of Leadership Psychology
Applied Psychology: Higher �ƹ��Ƶ Student Personnel Administration, MA (Online)
Organizational Psychology, MA (Blended, Online)
Executive Coaching, Graduate Certificate (Blended)

School Psychology

School Psychology, PsyD
School Psychology, MA/CAGS

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Accreditation

www.bestpsychologydegrees.com

Continuing and community education

In addition, the Freedman Center for Child and Family Development, offers courses for parents.

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Vocational School - Technical And Trade Schools

noreply@blogger.com (AmiSchool) — Sun, 18 Oct 2015 04:26:00 +0000

A vocational school, also called a trade school, is a higher-level learning institution that specializes in providing students with the vocational education and technical skills they need in order to perform the tasks of a particular job. Vocational schools are traditionally distinguished from two-year junior colleges and four-year universities by their goal to impart job-specific training and education to students who are typically bound for blue-collar jobs in the workforce, rather than the aim to provide academic education for students pursuing careers in white-collar disciplines. While many schools have largely adhered to this convention, the purely vocational focus of other trade schools has since begun to shift "toward a broader preparation that develops the academic" as well as technical skills of their students, following the advent of the 1990s.

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Australia

Vocational schools were called "technical colleges" in Australia, and there were more than 20 schools specializing in vocational educational training (VET). Only four technical colleges remain, and these are now referred to as "trade colleges". At these colleges, students complete a modified year 12 certificate and commence a school-based apprenticeship in a trade of their choice. There are two trade colleges in Queensland; Brisbane, the Gold Coast, Australian Industry Trade College and one in Adelaide, St Patrick's Technical College, and another in Perth, Australian Trades College.

In Queensland, students can also undertake VET at private and public high schools instead of studying for their overall position (OP), which is a tertiary entrance score. However these students usually undertake more limited vocational education of one day per week whereas in the trade colleges the training is longer.

Technical And Trade Schools Video

Canada

Vocational schools are sometimes called "colleges" in Canada. However, a college may also refer to an institution that offers part of a university degree, or credits that may be transferred to a university.

In Ontario, secondary schools were separated into three streams: technical schools, commercial or business schools, and collegiates (the academic schools). Those schools still exist; however, the curriculum has changed that no matter which type of school one attends, they can still attend any post-secondary institution and still study a variety of subjects (either academic or practical).

In Ontario, the Ministry of Training, Colleges and Universities have divided postsecondary education into universities, community colleges and private career colleges.

In the Province of Quebec, there are some vocational programs offered at institutions called CEGEPs (collège d'enseignement général et professionnel), but these too may function as an introduction to university. Generally, students complete two years at a CEGEP directly out of high school, and then complete three years at a university (rather than the usual four), to earn an undergraduate degree. Alternatively, some CEGEPs offer vocational training, but it is more likely that vocational training will be found at institutions separate from the academic institutions, though they may still be called colleges.

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Central and Eastern Europe

In Central and Eastern Europe, a vocational education is represented in forms of (professional) vocational technical schools often abbreviated as PTU and technical colleges (technikum).

Vocational school or Vocational college ([vyshche] uchylyshche - study school) is considered a post-secondary education type school, but combines coursework of a high school and junior college stretching for six years. In Ukraine, the term is used mostly for sports schools sometimes interchangeably with the term college. Such college could be a separate entity or a branch of bigger university. Successful graduates receive a specialist degree.

PTUs are usually a preparatory vocational education and are equivalent to the general education of the third degree in the former Soviet education, providing a lower level of vocational education (apprenticeship). It could be compared to a trade high school. In the 1920-30s, such PTUs were called schools of factory and plant apprenticeship, and later 1940s - vocational schools. Sometime after 1959, the name PTU was established, however, with the reorganization of the Soviet educational system these vocational schools renamed into lyceums. There were several types of PTUs such as middle city PTU and rural PTU.

Technical college (technicum) is becoming an obsolete term for a college in different parts of Central and Eastern Europe. Technicums provided a middle level of vocational education. Aside of technicums and PTU there also were vocational schools (Russian: ???????????????? ???????) that also provided a middle level of vocational education. In 1920-30s Ukraine, technicums were a (technical) vocational institutes, however, during the 1930-32s Soviet educational reform they were degraded in their accreditation.

Institutes were considered a higher level of education; however, unlike universities, they were more oriented to a particular trade. With the reorganization of the Soviet education system, most institutes have been renamed as technical universities.

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Finland

The Finnish system is divided between vocational and academic paths. Currently about 47 percent of Finnish students at age 15 go to vocational school. The vocational school is a secondary school for ages 16-21, and prepares the students for entering the workforce. The curriculum includes little academic general education, while the practical skills of each trade are stressed. The education is divided into eight main categories with a total of about 50 trades. The basic categories of education are

Humanist and educational branch (typical trade: youth- and free-time director)
Cultural branch (typical trade: artisan, media-assistant)
The branch of social sciences, business and merchandise (typical trade: vocational qualification in business and administration (Finnish: merkonomi))
Natural science (typical trade: IT worker (Finnish: datanomi))
Technology and traffic (typical trades: machinist, electrician, process worker)
The branch of natural resources and environment (typical trade: rural entrepreneur, forest worker)
The branch of social work, health care and physical exercise (typical trade: paramedic (Finnish: lähihoitaja))
The branch of travel, catering and domestic economics (typical trade: institutional catering worker)

In addition to these categories administered by the Ministry of �ƹ��Ƶ, the Ministry of Interior provides vocational education in the security and rescue branch for policemen, prison guards and firefighters.

The vocational schools are usually owned by the municipalities, but in special cases, private or state vocational schools exist. The state grants aid to all vocational schools on the same basis, regardless of the owner. On the other hand, the vocational schools are not allowed to operate for profit. The Ministry of �ƹ��Ƶ issues licences to provide vocational education. In the licence, the municipality or a private entity is given permission to train a yearly quota of students for specific trades. The licence also specifies the area where the school must be located and the languages used in the education.

The vocational school students are selected by the schools on the basis of criteria set by the Ministry of �ƹ��Ƶ. The basic qualification for the study is completed nine-year comprehensive school. Anyone may seek admission in any vocational school regardless of their domicile. In certain trades, bad health or invalidity may be acceptable grounds for refusing admission. The students do not pay tuition and they must be provided with health care and a free daily school lunch. However, the students must pay for the books, although the tools and practice material are provided to the students for free.

In tertiary education, there are higher vocational schools (ammattikorkeakoulu which is translated to "polytechnic" or "university of applied sciences"), which give three- to four-year degrees in more involved fields, like engineering (see insinööri (amk)) and nursing.

In contrast to the vocational school, an academically orientated upper secondary school, or senior high school (Finnish: lukio) teaches no vocational skills. It prepares students for entering the university or a higher vocational school.

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Ireland

A vocational school in Ireland is a type of secondary education school which places a large emphasis on vocational and technical education; this led to some conflict in the 1960s when the Regional Technical College system was in development. Since 2013 the schools have been managed by �ƹ��Ƶ and Training Boards, which replaced Vocational �ƹ��Ƶ Committees which were largely based on city or county boundaries. Establishment of the schools is largely provided by the state; funding is through block grant system providing about 90% of necessary funding requirements.

Vocational schools typically have further education courses in addition to the traditional courses at secondary level. For instance, post leaving certificate courses which are intended for school leavers and pre-third level education students.

Until the 1970s the vocational schools were seen as inferior to the other schools then available in Ireland. This was mainly because traditional courses such as the leaving certificate were not available at the schools, however this changed with the Investment in �ƹ��Ƶ (1962) report which resulted in an upgrade in their status. Currently about 25% of secondary education students attend these schools.

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Japan

In Japan vocational schools are known as senmon gakk? (????). There are part of Japan's higher education system. They are two-year schools that many students study at after finishing high school (although it is not always required that students graduate from high school). Some have a wide range of majors, others only a few majors. Some examples are computer technology, fashion and English.

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Netherlands

In the Middle Ages boys learned a vocation through an apprenticeship. They were usually 10 years old when they entered service, and were first called leerling (apprentice), then gezel (journeyman) and after an exam - sometimes with an example of workmanship called a meesterproef (masterpiece) - they were called meester (master craftsman). In 1795, all of the guilds in the Netherlands were disbanded by Napoleon, and with them the guild vocational schooling system. After the French occupation, in the 1820s, the need for quality education caused more and more cities to form day and evening schools for various trades. In 1854, the society Maatschappij tot verbetering van den werkenden stand (society to improve the working class) was founded in Amsterdam, that changed its name in 1861 to the Maatschappij voor de Werkende Stand (Society for the working class). This society started the first public vocational school (De Ambachtsschool) in Amsterdam, and many cities followed. At first only for boys, later the Huishoudschool (housekeeping) was introduced as vocational schooling for girls. Housekeeping education began in 1888 with the Haagsche Kookschool in The Hague.

In 1968 the law called the Mammoetwet changed all of this, effectively dissolving the Ambachtsschool and the Huishoudschool. The name was changed to LTS (lagere technische school, lower technical school), where mainly boys went because of its technical nature, and the other option, where most girls went, was LBO (lager beroepsonderwijs, lower vocational education). In 1992 both LTS and LBO changed to VBO (voorbereidend beroepsonderwijs, preparatory vocational education) and since 1999 VBO together with MAVO (middelbaar algemeen voortgezet onderwijs, intermediate general secondary education) changed to the current VMBO (voorbereidend middelbaar beroepsonderwijs, preparatory intermediate vocational education).

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United States

In the United States, there is a very large difference between career college and vocational college. The term career college is generally reserved for post-secondary for-profit institutions. Conversely, vocational schools are government-owned or at least government-supported institutions, occupy two full years of study, and their credits are by and large accepted elsewhere in the academic world and in some instances such as charter academies or magnet schools may take the place of the final years of high school.

Career colleges on the other hand are generally not government supported in any capacity, occupy periods of study less than a year, and their training and certifications are rarely recognized by the larger academic world. In addition, as most career colleges are private schools, this group may be further subdivided into non-profit schools and proprietary schools, operated for the sole economic benefit of their owners.

As a result of this emphasis on the commercialization of education, a widespread poor reputation for quality was retained by a great number of career colleges for over promising what the job prospects for their graduates would actually be in their field of study upon completion of their program, and for emphasizing the number of careers from which a student could choose.

Even though the popularity of career colleges has exploded in recent years, the number of government-sponsored vocational schools in the United States has decreased significantly..

The Association for Career and Technical �ƹ��Ƶ (ACTE) is the largest American national education association dedicated to the advancement of career and technical education or vocational education that prepares youth and adults for careers.

Earlier vocational schools such as California Institute of Technology and Carnegie Mellon University have gone on to become full degree-granting institutions.

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Online Degree - Online Schooling For College

noreply@blogger.com (AmiSchool) — Sun, 18 Oct 2015 00:26:00 +0000

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Early Childhood �ƹ��Ƶ - Online Schools For Early Childhood �ƹ��Ƶ

noreply@blogger.com (AmiSchool) — Sat, 17 Oct 2015 20:26:00 +0000

Early childhood education (ECE) is a branch of education theory which relates to the teaching of young children (formally and informally) up until the age of about eight. Infant/toddler education, a subset of early childhood education, denotes the education of children from birth to age two. In recent years, early childhood education has become a prevalent public policy issue, as municipal, state, and federal lawmakers consider funding for preschool and pre-k.

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Context

While the first two years of a child's life are spent in the creation of a child's first "sense of self", most children are able to differentiate between themselves and others by their second year. This differentiation is crucial to the child's ability to determine how they should function in relation to other people. Parents can be seen as a child's first teacher and therefore an integral part of the early learning process.

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Learning Through Play

Early childhood education often focuses on learning through play, based on the research and philosophy of Jean Piaget, which posits that play meets the physical, intellectual, language, emotional and social needs (PILES) of children. Children's natural curiosity and imagination naturally evoke learning when unfettered. Thus, children learn more efficiently and gain more knowledge through activities such as dramatic play, art, and social games.

Tassoni suggests that "some play opportunities will develop specific individual areas of development, but many will develop several areas." Thus, It is important that practitioners promote children's development through play by using various types of play on a daily basis. Key guidelines for creating a play-based learning environment include providing a safe space, correct supervision, and culturally aware, trained teachers who are knowledgeable about the Early Years Foundation.

Davy states that the British Children's Act of 1989 links to play-work as the act works with play workers and sets the standards for the setting such as security, quality and staff ratios. Learning through play has been seen regularly in practice as the most versatile way a child can learn. Margaret McMillan (1860-1931) suggested that children should be given free school meals, fruit and milk, and plenty of exercise to keep them physically and emotionally healthy. Rudolf Steiner (1861-1925) believed play allows children to talk, socially interact, use their imagination and intellectual skills. Marie Montessori (1870-1952) believed that children learn through movement and their senses and after doing an activity using their senses.

In a more contemporary approach, organizations such as the National Association of the �ƹ��Ƶ of Young Children (NAEYC) promote child-guided learning experiences, individualized learning, and developmentally appropriate learning as tenets of early childhood education.

Piaget provides explanation an for why learning through play is such a crucial aspect of learning as a child. However, due to the advancement of technology the art of play has started to dissolve and has transformed into "playing" through technology. Greenfield, quoted by the author, Stuart Wolpert in the article, "Is Technology Producing a Decline in Critical Thinking and Analysis?", states, "No media is good for everything. If we want to develop a variety of skills, we need a balanced media diet. Each medium has costs and benefits in terms of what skills each develops." Technology is beginning to invade the art of play and a balance needs to be found.

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Theories of child development

The Developmental Interaction Approach is based on the theories of Jean Piaget, Erik Erikson, John Dewey and Lucy Sprague Mitchell. The approach focuses on learning through discovery. > Jean Jacques Rousseau recommended that teachers should exploit individual children's interests in order to make sure each child obtains the information most essential to his personal and individual development. The five developmental domains of childhood development include:

Physical: the way in which a child develops biological and physical functions, including eyesight and motor skills
Social: the way in which a child interacts with others Children develop an understanding of their responsibilities and rights as members of families and communities, as well as an ability to relate to and work with others.
Emotional: the way in which a child creates emotional connections and develops self-confidence. Emotional connections develop when children relate to other people and share feelings.
Language: the way in which a child communicates, including how they present their feelings and emotions. At 3 months, children employ different cries for different needs. At 6 months they can recognize and imitate the basic sounds of spoken language. In the first 3 years, children need to be exposed to communication with others in order to pick up language. "Normal" language development is measured by the rate of vocabulary acquisition.
Cognitive skills: the way in which a child organizes information. Cognitive skills include problem solving, creativity, imagination and memory. They embody the way in which children make sense of the world. Piaget believed that children exhibit prominent differences in their thought patterns as they move through the stages of cognitive development: sensorimotor period, the pre-operational period, and the operational period.

Vygotsky's socio-cultural learning theory

Russian psychologist Lev Vygotsky proposed a "socio-cultural learning theory" that emphasized the impact of social and cultural experiences on individual thinking and the development of mental processes. Vygotsky's theory emerged in the 1930s and is still discussed today as a means of improving and reforming educational practices.

Vygotsky argued that since cognition occurs within a social context, our social experiences shape our ways of thinking about and interpreting the world. Although Vygotsky predated social constructivists, he is commonly classified as one. Social constructivists believe that an individual's cognitive system is a result of interaction in social groups and that learning cannot be separated from social life.

Vygotsky proposed that children learn through their interactions with more knowledgeable peers and adults. His concept of the zone of proximal development (ZPD) is the difference between what a learner can do without help and what a learner can do with help. According to Vygotsky, "what is in the zone of proximal development today will be the [child's] actual developmental level tomorrow". This theory heavily influenced contemporary early educational practices by increasing focus on material within the ZPD. Vygotsky proposed that children should be taught materials that employ mental processes within the ZPD.

ZPD encourages early childhood educators to adopt "scaffolding", in which a teacher adjusts support to fit a child's learning needs. Scaffolding requires specially trained teachers, a differentiated curriculum, and additional learning time. Vygotsky advocated that teachers facilitate rather than direct student learning. His approach calls for teachers to incorporate students' needs and interests when developing curricula. Every student should actively participate in a reciprocal interaction with their classmates and educators.

Vygotsky's socio-cultural learning theory has also proven especially important for the education of the mentally disabled. According to Vygotsky, "special education was the creation of what he called a 'positive differential approach'; that is, the identification of a disabled child from a point of strength rather than disability". Providing the appropriate scaffolding enables students with special needs to develop abstract thinking.

Piaget's constructivist theory

Jean Piaget's constructivist theory gained influence in the 1970s and '80s. Although Piaget himself was primarily interested in a descriptive psychology of cognitive development, he also laid the groundwork for a constructivist theory of learning. Piaget believed that learning comes from within: children construct their own knowledge of the world through experience and subsequent reflection. He said that "if logic itself is created rather than being inborn, it follows that the first task of education is to form reasoning." Within Piaget's framework, teachers should guide children in acquiring their own knowledge rather than simply transferring knowledge.

According to Piaget's theory, when young children encounter new information, they attempt to accommodate and assimilate it into their existing understanding of the world. Accommodation involves adapting mental schemas and representations in order to make them consistent with reality. Assimilation involves fitting new information into their pre-existing schemas. Through these two processes, young children learn by equilibrating their mental representations with reality. They also learn from mistakes.

A Piagetian approach emphasizes experiential education; in school, experiences become more hands-on and concrete as students explore through trial and error. Thus, crucial components of early childhood education include exploration, manipulating objects, and experiencing new environments. Subsequent reflection on these experiences is equally important.

Piaget's concept of reflective abstraction was particularly influential in mathematical education. Through reflective abstraction, children construct more advanced cognitive structures out of the simpler ones they already possess. This allows children to develop mathematical constructs that cannot be learned through equilibration -- making sense of experiences through assimilation and accommodation -- alone.

According to Piagetian theory, language and symbolic representation is preceded by the development of corresponding mental representations. Research shows that the level of reflective abstraction achieved by young children was found to limit the degree to which they could represent physical quantities with written numerals. Piaget held that children can invent their own procedures for the four arithmetical operations, without being taught any conventional rules.

Piaget's theory implies that computers can be a great educational tool for young children when used to support the design and construction of their projects. McCarrick and Xiaoming found that computer play is consistent with this theory. However, Plowman and Stephen found that the effectiveness of computers is limited in the preschool environment; their results indicate that computers are only effective when directed by the teacher. This suggests, according to the constructivist theory, that the role of preschool teachers is critical in successfully adopting computers.

Kolb's experiential learning theory

David Kolb's experiential learning theory, which was influenced by John Dewey, Kurt Lewin and Jean Piaget, argues that children need to experience things in order to learn: "The process whereby knowledge is created through the transformation of experience. Knowledge results from the combinations of grasping and transforming experience." The experimental learning theory is distinctive in that children are seen and taught as individuals. As a child explores and observes, teachers ask the child probing questions. The child can then adapt prior knowledge to learning new information.

Kolb breaks down this learning cycle into four stages: concrete experience, reflective observation, abstract conceptualisation, and active experimentation. Children observe new situations, think about the situation, make meaning of the situation, then test that meaning in the world around them.

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The practical implications of early childhood education

In recent decades, studies have shown that early childhood education is critical in preparing children to enter and succeed in the (grade school) classroom, diminishing their risk of social-emotional mental health problems and increasing their self-sufficiency as adults. In other words, the child needs to be thought to rationalize everything and to be open to interpretations and critical thinking. There is no subject to be considered taboo, starting with the most basic knowledge of the world he lives in, and ending with deeper areas, such as morality, religion and science. Visual stimulus and response time as early as 3 months can be an indicator of verbal and performance IQ at age 4 years.

By providing education in a child's most formative years, ECE also has the capacity to pre-emptively begin closing the educational achievement gap between low and high-income students before formal schooling begins. Children of low socioeconomic status (SES) often begin school already behind their higher SES peers; on average, by the time they are three, children with high SES have three times the number of words in their vocabularies as children with low SES. Participation in ECE, however, has been proven to increase high school graduation rates, improve performance on standardized tests, and reduce both grade repetition and the number of children placed in special education.

Especially since the first wave of results from the Perry Preschool Project were published, there has been widespread consensus that quality early childhood education programs correlate with gains in low-income children's IQs and test scores, decreased grade retention, and lower special education rates.

Several studies have reported that children enrolled in ECE increase their IQ scores by 4-11 points by age five, while a Milwaukee study reported a 25-point gain. In addition, students who had been enrolled in the Abecedarian Project, an often-cited ECE study, scored significantly higher on reading and math tests by age fifteen than comparable students who had not participated in early childhood programs. In addition, 36% of students in the Abecedarian Preschool Study treatment group would later enroll in four-year colleges compared to 14% of those in the control group.

Beyond benefitting societal good, ECE also significantly impacts the socioeconomic outcomes of individuals. For example, by age 26, students who had been enrolled in Chicago Child-Parent Centers were less likely to be arrested, abuse drugs, and receive food stamps; they were more likely to have high school diplomas, health insurance and full-time employment.

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The Perry Preschool Project

In Ypsilanti, Michigan, 3 and 4 year-olds from low-income families were randomly assigned to participate in the Perry Preschool. By age 18, they were five times less likely to have become chronic law-breakers than those who were not selected to participate in the Preschool.

The Perry Preschool Study also found that low-income individuals who were enrolled in a quality preschool program earned on average, by age 40, $5500 per year more than those who were not. The Perry Preschool Study produced a total benefit/cost ratio of 17:1 (4:1 for participants, 13:1 for the public), with participants on average earning higher incomes, more likely to own their own homes, and less likely to be on welfare.

The authors of the Perry Preschool Project also propose that the return on investment in education declines with the student's age. This study is noteworthy because it advocates for public spending on early childhood programs as an economic investment in a society's future, rather than in the interest of social justice.

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Early childhood education policy in the United States

In the past decade, there has been a national push for state and federal policy to address the early years as a key component of public education. At the federal level, the Obama administration made the Race to the Top Early Learning Challenge a key tenet of their education reform initiative, awarding $500 million to states with comprehensive early childhood education plans. In addition, a largely Democratic contingent sponsored the Strong Start for America's Children Act in 2013, which provides free early childhood education for low-income families. Specifically, the Act would generate the impetus and support for states to expand ECE; provide funding through formula grants and Title II (Learning Quality Partnerships), III (Child Care) and IV (Maternal, Infant and Home Visiting) funds; and hold participating states accountable for Head Start early learning standards.

Many states have created new early childhood education agencies. Massachusetts was the first state to create a consolidated department focused on early childhood learning and care. Just in the past fiscal year, state funding for public In Minnesota, the state government created an Early Learning scholarship program, where families with young children meeting free and reduced price lunch requirements for kindergarten can receive scholarships to attend ECE programs. In California, Senator Darrell Steinberg led a coalition to pass the Kindergarten Readiness Act, which creates a state early childhood system supporting children from birth to age five and provides access to ECE for all 4-year-olds in the state. It also created an Early Childhood Office charged with creating an ECE curriculum that would be aligned with the K-12 continuum.

State funding for pre-K increased by $363.6 million to a total of $5.6 billion, a 6.9% increase from 2012 to 2013. 40 states fund pre-K programs.

Currently, one of America's larger challenges regarding ECE is an dearth in workforce, partly due to low compensation for rigorous work. The average early childhood teaching assistant earns an annual salary of $10,500 while the highest paid early childhood educators earn an average $18,000 per year. The turnover of ECE staff averages 31% per year. Another challenge is to ensure the quality of ECE programs. Because ECE is a relatively new field, there is little research and consensus into what makes a good program. However, the National Association of the �ƹ��Ƶ of Young Children (NAEYC) is a national organization that has identified evidence-based ECE standards and accredits quality programs. Continuing the leadership role it established with the Common Core, the federal government could play a key role in establishing ECE standards for states.

The American legal system has also played a hand in public ECE. State adequacy cases can also create a powerful legal impetus for states to provide universal access to ECE, drawing upon the rich research illustrating that by the time they enter school, students from low-income backgrounds are already far behind other students. The New Jersey case Abbott County School District v. Burke and South Carolina case Abbeville County School District v. State have established early but incomplete precedents in looking at "adequate education" as education that addresses needs best identified in early childhood, including immediate and continuous literacy interventions.

In the 1998 case of Abbott v. Burke (Abbott V), the New Jersey Supreme Court required New Jersey's poorest school districts to implement high-quality ECE programs and full day kindergarten for all three and four-year-olds. Beyond ruling that New Jersey needed to allocate more funds to preschools in low-income communities in order to reach "educational adequacy," the Supreme court also authorized the state department of education to cooperate "with... existing early childhood and daycare programs in the community" to implement universal access.

In the 2005 case of Abbeville v. State, the South Carolina Supreme Court decided that ECE programs were necessary to break the "debilitating and destructive cycle of poverty for low-income students and poor academic achievement." Besides mandating that all low-income children have access to ECE by age three, the court also held that early childhood interventions--such as counseling, special needs identification, and socio-emotional supports--continue through grade three (Abbeville, 2005). The court furthermore argued that ECE was not only imperative for educational adequacy but also that "the dollars spent in early childhood intervention are the most effective expenditures in the educational process."

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International agreements

The first World Conference on Early Childhood Care and �ƹ��Ƶ took place in Moscow from 27 to 29 September 2010, jointly organized by UNESCO and the city of Moscow. The overarching goals of the are to:

According to UNESCO a preschool curriculum is one that delivers educational content through daily activities, tuition and furthers a child's physical, cognitive and social development. Generally, preschool curricula are only recognized by governments if they are based on academic research and reviewed by peers.

Preschool for Child Rights have pioneered into preschool curricular areas and is contributing into child rights through their preschool curriculum.

www.rasmussen.edu

Notable early childhood educators

Charles Eugene Beatty
Friedrich Fröbel
Elizabeth Harrison
David P. Weikart

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Pennsylvania Cyber Charter School - Pa Online Schools

noreply@blogger.com (AmiSchool) — Sat, 17 Oct 2015 16:26:00 +0000

The Pennsylvania Cyber Charter School, known familiarly as PA Cyber, is a public cyber charter school founded in Midland, Pennsylvania in 2000. The school secured a five-year renewal of its charter, from the Pennsylvania Department of �ƹ��Ƶ, in July 2010. After a yearlong review, the school was accredited by the Middle States Association of Colleges and Schools in 2011. According to the National Center for �ƹ��Ƶ Statistics, in 2012-2013 school year, the Title 1 school reported an enrollment of 10,434 pupils, 1,326 of whom had IEPs. It reported a 50.75 student/teacher ratio. In 2013, the school held three graduation ceremonies and, according to a report by the Pennsylvania Department of �ƹ��Ƶ, it graduated 1500 students, 87.7 percent of whom were bound for a post-secondary education.

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Academic results

In 2011, 2010 and 2009, PA Cyber Charter School achieved AYP status. In 2011, the graduation rate at PA Cyber Charter School was 0%.This Cyber school is a scam. No one ever graduated from it because it was too impossible

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Criticisms

The school has been subject to regular criticism from the Pennsylvania School Board Association and Pennsylvania Association of School Business Officials over several issues, including funding and the school's fund balance reserves. In 2010, the school reported an Unreserved - Undesignated Fund balance of $2,406,089 and a Reserved - Undesignated Fund balance of $11,415,257. The undesignated funds are not committed to any planned project. Designated funds and any other funds, such as capital reserves, are allocated to specific projects. School districts are required by state law to keep 5 percent of their annual spending in the undesignated reserve funds to preserve bond ratings. According to the Pennsylvania Department of �ƹ��Ƶ, from 2003 to 2010, as a whole, Pennsylvania school districts amassed nearly $3 billion in reserved funds.

The school was subject to a grand jury investigation in 2007 regarding using funds improperly (for expenses not related to each individual student). The allegations were: double billing, excessive management fees, questionable payments to building contractors and misuse of tax dollars with regards to the building of a $23.5 million Performing Arts Center. No indictment came from the proceedings.

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Awards

The school was named "Top Places to Work" by the Pittsburgh Post-Gazette, in October 2011.

2012 Pre-K-12 Educator Award from University of Pittsburgh School of �ƹ��Ƶ

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Springstone School - Easy Online School

noreply@blogger.com (AmiSchool) — Sat, 17 Oct 2015 12:26:00 +0000

Springstone School is a college preparatory school in Lafayette, California. It includes a middle school and high school that specialize in teaching children with Asperger's Syndrome and other executive function challenges that affect their ability to organize and prioritize information and to make meaningful social connections. In order to provide more individualized instruction, the school provides small, structured classrooms with up to eight students per class.

The school was, in the past, called the Keystone School.

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Programs

The school has numerous classes, including science, English, math, physical education, robotics, occupational therapy, project-based learning and history, among others. Once every six weeks or so, the school hosts an "access week" during which high school students go out into the community during school hours.

Springstone emphasizes the use of technology as an educational tool. Classrooms are equipped with laptop computers, computer projectors, wireless internet, access to a shared network, and overhead projectors. The students use laptop computers for concept-mapping and written activities. A shared network allows students to store and retrieve documents in folders that are organized by grade and class.

Occupational therapy is integrated throughout the program, and sensory motor strategies are implemented into the school day in several ways. Tools are available for use during the transition between classes and during class, as needed. The occupational therapist works with teachers and students to develop strategies to maintain focus and attention, decrease anxiety, and enhance social interaction.

Kristine Wong has a degree in Occupational Therapy. Kerry Linetzsky teaches social skills.

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Location

The school was founded by Kristine Wong, John Howard and Allan Nash, who are the current directors. The school rents the space in Our Savior's Lutheran Church for all classes and programs. Springstone hosts a silent auction each spring. The school is currently at 1035 Carol Lane in Lafayette, California.

Grades 6 - 8 are housed on the upper level of the church grounds; grades 9 - 12 are on the lower level.

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