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Communicating Beyond Language

Everyday Encounters with Diversity

This new book offers a timely and lively appraisal of the concept of communicative repertoires, resources we use to express who we are when in dialogue with others. Each chapter describes and illustrates the communicative resources humans deploy daily, but rarely think about – not only the multiple languages we use, but how we dress or gesture, how we greet each other or tell stories, the nicknames we coin, and the mass media references we make – and how these resources combine in infinitely varied performances of identity. Rymes also discusses how our repertoires shift and grow over the course of a lifetime, as well how a repertoire perspective can lead to a rethinking of cultural diversity and human interaction, from categorizing people’s differences to understanding how our repertoires can expand and overlap with other, thereby helping us to find common ground and communicate in increasingly multicultural schools, workplaces, markets, and social spheres. Rymes affirms the importance of the communicative repertoires concept with highly engaging discussions and contemporary examples from mass media, popular culture, and everyday life. The result is a fresh and exciting work that will resonate with students and scholars in sociolinguistics, intercultural communication, applied linguistics, and education.

Peraturan Menteri Negara Pemberdayaan Perempuan dan Perlindungan Anak, Republik Indonesia, nomor 03 tahun 2011, tentang kebijakan partisipasi anak dalam pembangunan

Regulation of Indonesian Minister Minister of Women's Empowerment and Child Protection concerning child's participation in development.

Partisipasi masyarakat dalam pengelolaan sumberdaya hutan

studi di Kabupaten Jayapura dan Manokwari

Community participation in the forest management in Kabupaten Jayapura and Manokwari, Papua Province, Indonesia; collection of articles.

Community participation in the forest management in Kabupaten Jayapura and Manokwari, Papua Province, Indonesia; collection of articles.

ISBD(A)

Descripción Bibliográfica Internacional Normalizada para Publicaciones Monográficas Antiguas

Politik, budaya, dan perubahan sosial

Ben Anderson dalam studi politik Indonesia

Analysis of Ben Anderson's political studies of Indonesia.

Akan tetapi mencari-cari otentisitas tentang satu prototip manusia dan budaya
Indonesia (Jawa, Batak, Minangkabau, dan seba- gainya) ... Kebhinekaan
masyarakat dan budaya kita justru memberi peluang untuk memberi tempat
terhadap ...

Implementation of the American School Counseling Association National Model

Readiness Level of Mississippi School Districts Based on School Counselor Perceptions

The researcher examined school counselors' perceptions of the readiness level of school districts in Mississippi to implement the American School Counseling Association (ASCA) National Model. The researcher also addressed certain school and counselor characteristics that could be predictors of this level of readiness. The predictor variables included grade level of counselor's school (elementary, middle, high school/vocational), number of years of counseling experience, years of experience as a classroom teacher, student-to-counselor ratio, age, race, and level of education (M.S., Ed. S., Ph. D.). The dependent variable was the school counselor's perceived level of readiness of the school district based on their overall scores on the ASCA National Model District Readiness Survey. The researcher also examined the perceived readiness level of school districts in the State of Mississippi in each of the 7 ASCA National Model readiness indicators (i. e., community support, leadership, guidance curriculum, school counselors' beliefs and attitudes, school counselors' skills, district resources, and staffing/time use). Based on mean scores for the seven readiness indicators on the ASCA National Model District Readiness Survey, school counselors perceived two indicators as being ready to implement the ASCA National Model: School Counselors' Beliefs and Attitudes and School Counselors' Skills. School counselors perceived three indicators as being minimally ready: Community Support, Leadership, and Guidance Curriculum. School counselors perceived two indicators as being not ready to implement the ASCA National Model: District Resources and Staffing/Time Use. Based on school counselor perceptions, the "overall" readiness level of Mississippi school districts to implement the ASCA National Model is a minimal level of readiness. For the dependent variable overall readiness level, student-to-counselor ratio and gender were the most influential predictor variables. Female school counselors perceived their school districts as being more ready to implement the ASCA National Model than male school counselors. Also, schools with lower student-to-counselor ratios perceived their school districts as more ready to implement the ASCA National Model than schools with higher student-to-counselor ratios.

Based on mean scores for the seven readiness indicators on the ASCA National Model District Readiness Survey, school counselors perceived two indicators as being ready to implement the ASCA National Model: School Counselors' Beliefs and ...

The School Counselor’s Study Guide for Credentialing Exams

The School Counselor’s Study Guide for Credentialing Exams is the only study guide on the market based on the ASCA School Counselor Competencies, CACREP Standards, NBCC NCSCE content requirements, and the NCATE and NBPTS Standards. Designed to help users build knowledge and skills that are transferrable to any test format, it can be used to prepare for the NCSCE, Praxis II School Counseling Specialty Exam, NBPTS School Counseling national certification exam, Comprehensive School Counselor Education program exams, and state certification exams for professional school counseling. Each chapter aligns with one of the eight CACREP content areas for school counseling and covers in depth the material necessary to succeed on any of the exams. Also included in each chapter are case scenarios, guided reflection questions, and actual exam practice questions. A full-length practice exam is provided at the end with answers and explanations for correct and incorrect responses. Additional resources include a glossary of important terms and lists of ethical codes and competencies for various school counseling related organizations. Students and professionals seeking a professional school counselor credential will find this to be an invaluable tool in their exam preparation.

The School Counselor’s Study Guide for Credentialing Exams is the only study guide on the market based on the ASCA School Counselor Competencies, CACREP Standards, NBCC NCSCE content requirements, and the NCATE and NBPTS Standards.

The New School Counselor

Strategies for Universal Academic Achievement

The New School Counselor provides school administrators and school counselor educators, supervisors, and practitioners with a unified understanding of the new roles and functions of the school counselor. Schellenberg introduces standards blending, a systems-focused, integrated, and student-centered approach that directly and overtly aligns school counseling programs with academic achievement missions. Each chapter includes relevant research, literature, key players, real world applications, and major developments and trends shaping contemporary school counseling in a school reform environment. The CD that accompanies this text contains the long-awaited comprehensive electronic school counseling data reporting system that is being hailed as innovative, timely, and essential to meeting increasing accountability demands. The School Counseling Operational Plan for Effectiveness (SCOPE) and the School Counseling Operational Report of Effectiveness (SCORE) systematically walk users through accountable programming from conception to evaluation using Microsoft Office. In a click, users can access core academic and school counseling standards, data sources, and pre-formulated worksheets for instantaneous data analysis. SCOPE and SCORE include essential data reporting components for closing the achievement gap action plans and results reports of the American School Counselor Association (ASCA), the Council for Accreditation of Counseling and Related Educational Programs (CACREP), and school accountability initiatives.

focused model that promotes the school counselor's dual roles of educator and
mental health provider. ... Association National Model (ASCA, 2005), Council for
Accreditation of Counseling and Related Educational Programs (CACREP, 2001)
, ...

Implementation of the American School Counselor Association (ASCA) National Model: a Framework for School Counseling Programs by High School Principals in Their Schools

The purpose of this study was to investigate the implementation of the ASCA National Model by high school principals in their schools. The questions that guided this study were: (1) what was the experience of high school principals who successfully implemented the American School Counselor Association (ASCA) National Model: A Framework for School Counseling Programs in their schools and (2) what was the impetus for high schools principals to implement this model? Six principals completed a series of semi-structured interviews with regards to the implementation of the ASCA National Model in their schools. The interviews were transcribed and then analyzed utilizing Moustakas' modified version of the Stevick-Colaizzi-Keen method of data analysis for phenomenological research. Themes derived from the data analysis suggest that there is a common essential experience with regards to the implementation of the ASCA National Model by high school principals in their school, including seven major categories: (a) impetus for pursuing the implementation of the ASCA National Model, (b) benefits of implementation, (c) counseling program schools had in place, (d) time commitment, (e) the implementation experience, (f) implementation advocates, and (g) advice to peers. No studies were encountered in the literature examining the implementation of the ASCA National Model by high school principals in their schools, highlighting the singular nature of this research. Contributions of the finding to existing literature are presented, implications, limitations and delimitations are explored, and suggestions for future research are provided.

The purpose of this study was to investigate the implementation of the ASCA National Model by high school principals in their schools.