Introduction to Policy Research in School-Based Counseling

  • Sharon F. Rallis
  • John C. Carey


This chapter provides a foundation for conceptualizing the relationships between policy, practice, and research in the international context. It also provides a framework for identifying the different stakeholder groups that use policy research related to school-based counseling and for understanding how each group uses policy research. Finally, an overview of the major sections of the handbook is presented that illustrates how each section contributes to advances in educational research that will contribute to the improvements in school-based counseling policy and practice.


  1. American School Counselor Association. (2012). ASCA National Model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.Google Scholar
  2. Carey, J. C., & Martin, I. (2015). A review of the major school counseling policy studies in the United States: 2000–2014. Amherst, MA: Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation.
  3. Dahir, C. A. (2000). The National Standards for school counseling programs: A partnership in preparing students for the new millennium. NASSP Bulletin, 84, 68–76.CrossRefGoogle Scholar
  4. DiMaggio, P. J., & Powell, W. W. (1983). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48(2), 147–160.CrossRefGoogle Scholar
  5. Martin, P. (2002). Transforming school counseling: A national perspective. Theory Into Practice, 41, 148–153.CrossRefGoogle Scholar
  6. Martin, I., Carey, J. C., & DeCoster, K. (2009). A national study of the current status of state school counseling models. Professional School Counseling, 12, 378–386Google Scholar
  7. Militello, M., Carey, J., Dimmitt, C., Lee, V., & Schweid, J. (2009). Identifying exemplary school counseling practices in nationally recognized high schools. Journal of School Counseling, 7.
  8. Ockerman, M. S., Mason, E. C. M., & Feiker-Hollenbeck, A. (2012). Integrating RtI with school counseling programs: Being a proactive professional school counselor. Journal of School Counseling, 10(15), 1–37.Google Scholar
  9. Tseng, V. (2012). The uses of research in policy and practice. Social Policy Report, 26, 1–24.Google Scholar
  10. Weiss, C. H. (1987). Evaluating social programs: What have we learned? Society, 25, 40–45.CrossRefGoogle Scholar
  11. Weiss, C. H. (1991). Policy research as advocacy: Pro and con. Knowledge & Policy, 4, 37–55.CrossRefGoogle Scholar
  12. Weiss, C. H. (1977). Research for policy’s sake: The enlightenment function of social research. Policy Analysis, 3, 531–545.Google Scholar

Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  1. 1.Center for Educational PolicyCollege of Education, University of Massachusetts, AmherstAmherstUSA
  2. 2.Ronald H. Fredrickson Center for School Counseling Outcome ResearchCollege of Education, University of Massachusetts, AmherstAmherstUSA

Personalised recommendations