By K. Phillippo
Kate Phillippo evaluates the perform of getting lecturers additionally function advisors, tasked with offering social-emotional aid to scholars. via an in-depth survey of teacher-advisors at 3 diverse city excessive colleges, she examines the various ways that advisors interpret and perform the position and the results for college students.
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Extra info for Advisory in Urban High Schools: A Study of Expanded Teacher Roles
Ch a p t e r Two “ Ve ry Nic e, bu t No t Ve ry H e l p f u l”: Th e Educ at ion P rof e ssion’s D i v e rg e n t R e p r e se n tat ions of Te ac h e r s’ S o c i a l-Emo t iona l Su p port R e sponsi bi l i t i e s, 1892–2011 With Beth Wright* The exploration of the teacher’s advisor role continues by taking a very wide view of it, beyond the individual or school level. In this chapter, we provide a broader view of the advisor role by considering the messages that teachers receive from leaders and scholars in their field about how they ought to care for and support their students.
Teachers’ support of students is simultaneously encouraged and discouraged. We see reasons why teachers may want to work closely with and support students, and equally strong reasons why they so often don’t, or can’t. This book explores and attempts to define and understand this tension, how teachers go ahead and advise amidst it, and what happens when they do. 16 / advisory in urban high schools Overview of Book and Chapter Descriptions This book’s analytic lens spans from macro- to micro-perspectives on expanded teacher roles, teachers’ provision of social-emotional support to their students, and advisory.
We approach the framing of teachers’ social-emotional support responsibilities from three angles. First, we review research on the conditions of teaching and teachers’ roles in the United States that conceptualizes teachers’ relationships with students as both essential to teaching and problematic. 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.