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Advisory in urban high schools = a study of expanded teacher roles /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Advisory in urban high schools/ Kate Phillippo.
Reminder of title:	a study of expanded teacher roles /
Author:	Phillippo, Kate.
Published:	New York, N.Y. :Palgrave Macmillan, : 2013.,
Description:	1 online resource (pages cm.)
Subject:	Urban schools - United States. -
Online resource:	http://www.palgraveconnect.com/doifinder/10.1057/9781137311269
ISBN:	9781137311269 (electronic bk.)

Advisory in urban high schools = a study of expanded teacher roles /
Phillippo, Kate.

Advisory in urban high schoolsa study of expanded teacher roles /[electronic resource] :Kate Phillippo. - New York, N.Y. :Palgrave Macmillan,2013. - 1 online resource (pages cm.) - Palgrave studies in urban education. - Palgrave studies in urban education..

Includes bibliographical references and index.

1. Advisory: A View into Expanded Teacher Roles -- 2. "Very Nice, but not Very Helpful": The Education Profession's Divergent Representations of Teachers' Social-Emotional Support Responsibilities, 1892-2011 (With Beth Wright) -- 3. Advisor Role Structure: How Schools Support or Undermine Expanded Teacher Roles -- 4. Consistency and Variation in Teachers' Implementation of the Advisor Role -- 5. The Toolbox and How Teachers Used It: Individual Characteristics that Explain Differences in Advisor Role Enactment -- 6. Occupational Hazards and Innovation: Teachers' Responses to the Advisor Role -- 7. Tying it All Together: Lessons about Formally Expanded Teacher Roles, Teachers Advising Students, and Teachers Providing Social-Emotional Support -- Appendix A. Teacher Interview Participants, Sorted by School -- Appendix B. Overview of Research Methods.

Far from being solely imparters of information, teachers have long been tasked with multiple and increasing responsibilities. Recent decades have now seen a formal expansion of these responsibilities, adding often-unfamiliar duties to teachers' already full plates. "Advisory in Urban High Schools" explores the expanded roles of teachers who serve as advisors to students, a role that often demands teachers provide social-emotional support to their advisees. Through an in-depth study of teachers in multiple small, urban high schools with advisory programs, this book considers the precedents for the advisor's role; the interpretations, enactments, and responses teachers bring to the advisor's role; and the experiences of and outcomes for students.

ISBN: 9781137311269 (electronic bk.)

Source: 640378Palgrave Macmillanhttp://www.palgraveconnect.comSubjects--Topical Terms:

571424
Urban schools
--United States.Index Terms--Genre/Form:

554714
Electronic books.

LC Class. No.: LC5131 / .P49 2013

Dewey Class. No.: 370.9173/2

Advisory in urban high schools = a study of expanded teacher roles /
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505 0 $a 1. Advisory: A View into Expanded Teacher Roles -- 2. "Very Nice, but not Very Helpful": The Education Profession's Divergent Representations of Teachers' Social-Emotional Support Responsibilities, 1892-2011 (With Beth Wright) -- 3. Advisor Role Structure: How Schools Support or Undermine Expanded Teacher Roles -- 4. Consistency and Variation in Teachers' Implementation of the Advisor Role -- 5. The Toolbox and How Teachers Used It: Individual Characteristics that Explain Differences in Advisor Role Enactment -- 6. Occupational Hazards and Innovation: Teachers' Responses to the Advisor Role -- 7. Tying it All Together: Lessons about Formally Expanded Teacher Roles, Teachers Advising Students, and Teachers Providing Social-Emotional Support -- Appendix A. Teacher Interview Participants, Sorted by School -- Appendix B. Overview of Research Methods.
520 $a Far from being solely imparters of information, teachers have long been tasked with multiple and increasing responsibilities. Recent decades have now seen a formal expansion of these responsibilities, adding often-unfamiliar duties to teachers' already full plates. "Advisory in Urban High Schools" explores the expanded roles of teachers who serve as advisors to students, a role that often demands teachers provide social-emotional support to their advisees. Through an in-depth study of teachers in multiple small, urban high schools with advisory programs, this book considers the precedents for the advisor's role; the interpretations, enactments, and responses teachers bring to the advisor's role; and the experiences of and outcomes for students.
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