A Study of the Impact of Professional Development on Middle Level Advisors

Autor/in	Niska, John M.
Titel	A Study of the Impact of Professional Development on Middle Level Advisors
Quelle	In: RMLE Online: Research in Middle Level Education, 37 (2013) 5, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
Schlagwörter	Professional Development; Program Effectiveness; Pretests Posttests; Facilitators (Individuals); Qualitative Research; Observation; Statistical Analysis; Intervention; Demography; Measures (Individuals); Student Empowerment; Middle Schools; Middle School Students; Educational Environment; Interpersonal Competence; Middle School Teachers; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Qualitative Forschung; Beobachtung; Statistische Analyse; Demografie; Messdaten; Studienberechtigung; Middle school; Mittelschule; Mittelstufenschule; Middle schools; Student; Students; Schüler; Schülerin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonale Kompetenz; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Middle level advisors are faculty members whose role is to develop meaningful relationships and to facilitate conversations with a group of 10 to 12 students on a regular basis regarding the students' academic, personal, and social concerns. This study examines the impact of professional development on middle level advisors' knowledge, skills, and practices in five New England middle level schools. Thirty-four advisors representing these five diverse schools were randomly assigned to three groups. Group One received professional development after the study was completed. Group Two participated in a three-credit course in advisor knowledge and skills. Group three participated in the course, and each advisor was coached individually for one hour a week for 24 weeks. Results showed improvements in (1) advisor knowledge and skills for both groups who received the course and (2) in practice for advisors who received both the course and the coaching. Mean score differences in the Advisor Knowledge Assessment pre- and post-test, used as a supportive measure, were revealed between the two groups receiving the training and the one which did not. The primary conclusion is that coursework plus coaching may represent a promising quality investment in the preparation of middle level advisors. (As Provided).
Anmerkungen	Association for Middle Level Education. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@amle.org; Web site: http://www.amle.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10