Advisory in Urban High Schools

A Study of Expanded Teacher Roles
2013. Auflage 2013
ISBN: 978-1-349-45689-5
Verlag: Palgrave MacMillan Us

Buch, Englisch, 199 Seiten, Format (B × H): 140 mm x 216 mm, Gewicht: 254 g

Reihe: Palgrave Studies in Urban Education

Kate Phillippo evaluates the practice of having teachers also serve as advisors, tasked with providing social-emotional support to students. Through an in-depth survey of teacher-advisors at three different urban high schools, she examines the different ways in which advisors interpret and carry out the role and the outcomes for students.

Zielgruppe

Research

Autoren/Hrsg.

Phillippo, K.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Stadt- und Regionalsoziologie

Inhaltsverzeichnis

1. Advisory: A View into Expanded Teacher Roles 2. "Very Nice, but not Very Helpful": The Education Profession's Divergent Representations of Teachers' Social-Emotional Support Responsibilities, 1892-2011 (With Beth Wright) 3. Advisor Role Structure: How Schools Support or Undermine Expanded Teacher Roles 4. Consistency and Variation in Teachers' Implementation of the Advisor Role 5. The Toolbox and How Teachers Used It: Individual Characteristics that Explain Differences in Advisor Role Enactment 6. Occupational Hazards and Innovation: Teachers' Responses to the Advisor Role 7. Tying it All Together: Lessons about Formally Expanded Teacher Roles, Teachers Advising Students, and Teachers Providing Social-Emotional Support Appendix A. Teacher Interview Participants, Sorted by School Appendix B. Overview of Research Methods

Über Autor(innen)

Kate Phillippo is an assistant professor in the Cultural and Educational Policy Studies Department in the School of Education at Loyola University Chicago, USA.