By K. Phillippo
Kate Phillippo evaluates the perform of getting lecturers additionally function advisors, tasked with delivering social-emotional aid to scholars. via an in-depth survey of teacher-advisors at 3 diverse city excessive colleges, she examines the several ways that advisors interpret and perform the function and the results for college kids.
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Extra resources for Advisory in Urban High Schools: A Study of Expanded Teacher Roles
Second, we report upon the analysis of 80 documents from the years 1892 to 2011, noting chronological trends in our data, differing interpretations of the teacher’s role related to the social-emotional support of students, and the degree of specificity in documents that included social-emotional support as a teacher responsibility. Third, we discuss our evaluation (using the same criteria) of a sample of five documents from the small schools movement. “very nice, but not very helpful” / 23 Student-Teacher Relationships: Framed by the Conditions of Teaching Literature that considers the nature of relationships between American students and their teachers illustrates that these relationships are a necessary part of effective teaching, yet are also problematic.
The conflicting, incomplete messages teachers receive accompany them into professional contexts that compound their potential confusion. Divergent, underspecified conceptualizations of teachers’ social-emotional support roles come alongside (1) an emphasis on the role’s importance and (2) a lack of support by schools as organizations and by teachers’ formal and informal professional learning opportunities, as discussed in this chapter’s early pages. One can hardly expect teachers to succeed in this aspect of their work, given this maddening setup.
Finally, teachers hold responsibilities for evaluating and disciplining students, which not only complicate student-teacher relationships but carry an expectation to treat students in a similar, impartial manner (Waller, 1932). Whether these relationships take place in traditional or alternative schools, qualities of the school’s organization exert a substantial influence on how the relationships transpire. These relationships take place in terrain that at best sets parameters upon, and at worst defies, their development.