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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.
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Topic
EducationSubtopic
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Table of contents
- Cover
- Title
- One Advisory: A View into Expanded Teacher Roles
- Two âVery Nice, but Not Very Helpfulâ: The Education Professionâs Divergent Representations of Teachersâ Social-Emotional Support Responsibilities, 1892â2011
- Three Advisor Role Structure: How Schools Support or Undermine Expanded Teacher Roles
- Four Consistency and Variation in Teachersâ Implementation of the Advisor Role
- Five The Toolbox and How Teachers Used It: Individual Characteristics That Explain Differences in Advisor Role Enactment
- Six Occupational Hazards and Innovation: Teachersâ Responses to the Advisor Role
- Seven Tying It All Together: Lessons about Formally Expanded Teacher Roles, Teachers Advising Students, and Teachers Providing Social-Emotional Support
- Appendix AÂ Teacher Interview Participants, Sorted by School
- Appendix BÂ Overview of Research Methods
- Notes
- References
- Index