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Teachers’ perceptions of whole-school guidance counselling in second-level why teachers’ perceptions matter

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dc.contributor.author Hearne, Lucy
dc.contributor.author Geary, Tom
dc.contributor.author King, Paul
dc.date.accessioned 2018-07-23T13:09:21Z
dc.date.available 2018-07-23T13:09:21Z
dc.date.issued 2017
dc.identifier.uri http://hdl.handle.net/10344/6980
dc.description non-peer-reviewed en_US
dc.description.abstract This article will report on findings from a recent explanatory case study (Hearne et al., 2016) carried out against a background of policy, practice, and research on a whole-school approach to guidance counselling in second-level education. The collaborative research study examined the views of different stakeholders, including teachers, and considers the implications for future guidance delivery in the sector. Since teachers are identified as key stakeholders in wholeschool initiatives, their perceptions of whole-school guidance counselling matter greatly. en_US
dc.language.iso eng en_US
dc.publisher Education Matters en_US
dc.relation.ispartofseries Education Matters Yearbook 2017-2018; pp. 23-
dc.subject second level education en_US
dc.subject teachers en_US
dc.title Teachers’ perceptions of whole-school guidance counselling in second-level why teachers’ perceptions matter en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.contributor.sponsor IRC
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2734901


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