By K. Phillippo
Kate Phillippo evaluates the perform of getting lecturers additionally function advisors, tasked with supplying social-emotional help to scholars. via an in-depth survey of teacher-advisors at 3 varied city excessive colleges, she examines the several ways that advisors interpret and perform the function and the results for college students.
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Additional info for Advisory in Urban High Schools: A Study of Expanded Teacher Roles
In all three schools, teacher and student populations differed significantly from one another by ethnicity. Student populations were predominantly students of color, although Western’s population, drawing from socioeconomically diverse Pacific City, had about half as many students eligible for free or reduced-price lunch as King and Los Robles did. These three schools varied somewhat along organizational dimensions, but their students contended with similar issues. 5% 13 23% 7 295 82% 99% 24a 33% 7 345 40% 89% 16 44% 3 Note: a‘Los Robles’ number of advisor participants is elevated because my study spanned two academic years there.
He claims that the student-teacher relationship has taken on qualities of a primary relationship, which he describes as “an end in itself and not a means to ulterior ends” (p. 142), like relationships that occur between family members or close friends. Student-teacher relationships, by Labaree’s definition, also retain qualities of secondary role relationships (like that between cashier and customer), which exist for the sole purpose of getting business done. By these terms, teachers’ relationships with their students exist for the sole purpose of producing academic achievement (and other student actions and attitudes believed to support it).
Should she take it upon herself to provide birth control information to Sarah? Should she counsel Sarah about the need to avoid a physical relationship? Should she involve the school counseling staff? . What kinds of actions can be taken that will resolve the problem and still maintain confidentiality? What would you do in this situation? (Armstrong, Henson, & Savage, 1993, pp. 177–178) The authors, however, did not answer any of these questions themselves. After encouraging the teacher’s involvement in her student’s personal life, and raising implicit questions about the advisability of different courses of action, they left the reader (most likely a teacher candidate) hanging as to how a teacher might answer these questions for herself.
Advisory in Urban High Schools: A Study of Expanded Teacher Roles by K. Phillippo