Advisors' Perceptions of a Rural High School Student Advisory Program

Autor/in	Welsh, Jody Lynn
Titel	Advisors' Perceptions of a Rural High School Student Advisory Program
Quelle	(2012), (239 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-4219-5
Schlagwörter	Hochschulschrift; Dissertation; Student Promotion; Transitional Programs; Middle Schools; High Schools; Counseling Services; Rural Schools; Case Studies; Personal Narratives; Teacher Attitudes; Teacher Role; Academic Advising; Faculty Advisers; Teacher Student Relationship; Guidance; Social Change; Educational Change; Academic Achievement; Focus Groups; Interviews; Observation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Support of studies; Studienförderung; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Case study; Fallstudie; Case Study; Erlebniserzählung; Lehrerverhalten; Lehrerrolle; Akademischer Rat; Teacher student relationships; Lehrer-Schüler-Beziehung; Beratung; Sozialer Wandel; Bildungsreform; Schulleistung; Interviewing; Interviewtechnik; Beobachtung
Abstract	The problem addressed in this study was the transition from middle school to high school, a source of difficulty for many students. Student advisory programs have been implemented in many secondary schools as one solution to this problem. While research supports the use of advisory programs, little research exists regarding the effectiveness of such programs from the perceptions of teachers who experience them. The purpose of this narrative case study was to explore teacher's perceptions using Keefe's theoretical framework of personalization. The research questions explored how teachers perceive their role as an advisor, the advisor/advisee relationship, the purpose of the advisory program, and the personalization of the advisory program, as well as the advisor behaviors that demonstrate personalization strategies in the classroom. The population was 85 advisors at a rural high school in a Midwestern state. Data were collected from a sample of 13 advisors through the use of a focus group, face to face interviews, and observations. Data were recorded and transcribed with analysis focusing on themes and trends. A frequency of responses was noted to determine emerging trends. The major findings revealed that advisors believe they should assist students with the transition to high school, build relationships with students, and provide students with academic support and guidance. The study has the potential to facilitate social change by increasing understanding of the personalization aspects of the student advisory program. Further social change can occur by empowering school personnel to implement changes to current advisory programs, thereby impacting student success. [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	2017/4/10