The Effectiveness of Advisory Programs with Teachers and Learning Disabled African-American Students in Urban High Schools

Autor/in	Gligor, Camelia Ramona
Titel	The Effectiveness of Advisory Programs with Teachers and Learning Disabled African-American Students in Urban High Schools
Quelle	(2016), (154 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Wayne State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-8693-7
Schlagwörter	Hochschulschrift; Dissertation; Program Effectiveness; African American Students; Learning Disabilities; High School Students; Urban Youth; Urban Schools; Qualitative Research; Secondary School Teachers; At Risk Students; Adolescents; Inclusion; Special Education; Psychological Needs; Adolescent Development; Teacher Student Relationship; Grounded Theory + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Learning handicap; Lernbehinderung; High school; High schools; Oberschule; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; School; Schools; Schule; Qualitative Forschung; Adolescent; Adolescence; Adoleszenz; Jugendalter; Jugendlicher; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This is a study that investigated the effects of Advisory program on African American high school students with specific learning disabilities. In this qualitative study the advisory program is examined through the lenses of teachers and students from a Mid East Metropolitan Area (MEMA). Three research questions guided this dissertation: (1) How do secondary school teachers perceive inclusive advisory in urban schools; (2) How do African-American SLD students value their experiences in advisory; (3) What are the secondary teachers' critical views on social-emotional development of African American SLD students in advisory? Previous research indicates that advisory program creates strong bounds between student-school community, student-an adult advisor in school, and family-school. This program represents a support system that addresses (1) the social-emotional needs of adolescents as synthesized in developmental theories and (2) increases the graduation rate for urban minorities at-risk high school students. In addition, the research builds on literature gaps on social-emotional needs of adolescents learning disabled students. This study advances our understanding of high schools' non-academic support systems needed by African American learning disabled students from MEMA inner city. Using data from interviews, diaries, and surveys from MEMA eight volunteers (teacher advisors and students), as well as two observations on advisory program in two MEMA schools, the researcher conducted an inductive study based on Grounded Theory methodology. The findings from the research illustrate how the expectations of a high school instructor's job shifted in students and teachers beliefs from just being an academic facilitator to embracing a caregiver role. Contrary to the researcher's expectations, two other types of advisory were found, besides the inclusive and seclusive forms: tracking as a form of inclusion and the replace of an advisory curriculum with special education support in seclusive special education classes. Theoretical contributions and educational implications of the findings are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01