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| Autor/in | Boorstein, Gail |
|---|---|
| Titel | A Study of Advisory. |
| Quelle | (1997), (133 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Hochschulschrift; Praktikumsbericht; Adolescents; Classroom Techniques; Faculty Advisers; Literature Reviews; Middle School Students; Middle Schools; Pupil Personnel Services; Pupil Personnel Workers; Secondary Education; Secondary School Students; Student Needs; Teacher Attitudes; Teacher Education; Teaching Experience; Training |
| Abstract | The inclusion of advisory in the programs of middle and high school students can be a constructive innovation. Nonetheless, the underlying premise of advisory--that schools have a responsibility to meet important non-academic needs--does contain some ambiguity. The use of classroom time devoted to advisory for adolescents is investigated in this paper. The study was prompted by recurring observations that classroom advisory time was not well used. Using a series of observations and interviews, conditions in the classroom and the school which influenced outcomes, such as dropping out of high school or repeating a grade, were studied. A review of the literature was also conducted. Results indicate that outcomes seemed most influenced by the personality, views, and attitudes of the teacher or worker who conducted advisories. Some advisors possessed considerable experience and training, whereas others had little. The need for schools to provide both training and ongoing support if they desired a successful teacher advisor program was also apparent. Training emerged as they key ingredient of school support; certain structural factors, such as the way in which advisors conduct advisory sessions, emerged as important in outcomes. (RJM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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