Advisory in Urban High Schools: A Study of Expanded Teacher by K. Phillippo

By K. Phillippo

Kate Phillippo evaluates the perform of getting academics additionally function advisors, tasked with delivering social-emotional aid to scholars. via an in-depth survey of teacher-advisors at 3 assorted city excessive faculties, she examines different ways that advisors interpret and perform the position and the results for college students.

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Additional resources for Advisory in Urban High Schools: A Study of Expanded Teacher Roles (Palgrave Studies in Urban Education)

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Armstrong, Henson, and Savage’s Education: An Introduction (1993), exemplifies this group of documents’ limited specificity. The authors discuss teachers’ “counseling function” (p. 147) but provide limited additional detail on how to carry out this function. Most strikingly, this introductory text presented a vignette in which a teacher (Laura) learns that a student of hers (Sarah) was about to initiate a sexual relationship with a boyfriend. The authors raised important questions about the teachers’ social-emotional support role: What should Laura do?

Very nice, but not very helpful” / 27 the sample (34 documents) included an identification of teachers’ socialemotional support role, with 17 more describing schools (but not specifically teachers) providing social-emotional support to students. Twelve documents described social-emotional support in both teacher-specific and not teacher-specific ways. Four documents explicitly stated that it was not the teacher’s role to provide social-emotional support to students, while 35 documents did not mention social-emotional support at all, instead emphasizing other aspects of teaching and learning.

Conceptualizations of American teachers’ social-emotional support responsibilities varied according to the breadth of teachers’ responsibilities toward their students and the degree to which teachers’ social-emotional support role was integrated with the school’s systems for the social-emotional support of students. Critical Dimensions of Teachers’ Social-Emotional Support Responsibilities Our analysis did not uncover agreement about how, or even whether, teachers ought to give social-emotional support to their students.

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