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

By K. Phillippo

Kate Phillippo evaluates the perform of getting academics additionally function advisors, tasked with offering social-emotional help to scholars. via an in-depth survey of teacher-advisors at 3 varied city excessive colleges, 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

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Expectations that generalist teachers instruct English-language learners, for example, have had a long and winding history preceding current emphasis on this aspect of teachers’ responsibilities (MacDonald, 2004). An understanding of how such expectations fared over time should help invested parties (such as school and district administrators) understand what to anticipate when putting expanded teacher roles into action. Further, it is important to remember that school contexts may not necessarily offer fertile ground for expanded teacher roles.

56) writes, 30 years prior, as if anticipating Wong and Wong’s statement. ” (p. 56). Proefriedt’s question is particularly relevant to this book’s exploration of teachers’ work as advisors, in which they encounter expectations to provide social-emotional support to their students by knowing them well, learning about their lives, and intervening when problems arise. But the advisor role presents only one way in which teachers have been assigned these responsibilities. The history of American education contains abundant examples of demands—some subtle, some 22 / advisory in urban high schools more explicit—for (and against) teachers to provide social-emotional support.

58), illustrating this point as they describe what they consider model practices. Proponents of the life adjustment education movement similarly described the teacher as a “significant counselor” (US Office of Education, 1948, p. 38) and later asserted that “most of our guidance should be done in the classes, clubs, teams and social units of the schools, not in the offices of deans, personnel directors, and counselors” (Rosecrance as cited in US Office of 34 / advisory in urban high schools Education, 1948, p.

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