Advisory in Urban High Schools: A Study of Expanded Teacher Roles PDF
Preview Advisory in Urban High Schools: A Study of Expanded Teacher Roles
Advisory in Urban High Schools Palgrave Studies in Urban Education Series Editors: Alan R. Sadovnik and Susan F. Semel Reforming Boston Schools, 1930–2006: Overcoming Corruption and Racial Segregation By Joseph Marr Cronin (April 2008) What Mothers Say about Special Education: From the 1960s to the Present By Jan W. Valle (March 2009) Charter Schools: From Reform Imagery to Reform Reality By Jeanne M. Powers (June 2009) Becoming an Engineer in Public Universities: Pathways for Women and Minorities Edited by Kathryn M. Borman, Will Tyson, and Rhoda H. Halperin (May 2010) The Multiracial Urban High School: Fearing Peers and Trusting Friends Susan Rakosi Rosenbloom (October 2010) Reforming Boston Schools, 1930 to the Present: Overcoming Corruption and Racia l Segregation (updated paperback edition of Reforming Boston Schools, 1930–2006 ) By Joseph Marr Cronin (August 2011) The History of “Zero Tolerance” in American Public Schooling By Judith Kafka (December 2011) Advisory in Urban High Schools: A Study of Expanded Teacher Roles By Kate Phillippo (August 2013) A dvisory in Urban High Schools A S tudy of Expanded Teacher Roles Kate Phillippo ADVISORY IN URBAN HIGH SCHOOLS Copyright © Kate Phillippo, 2013. All rights reserved. First published in 2013 by PALGRAVE MACMILLAN® in the United States— a division of St. Martin’s Press LLC, 175 Fifth Avenue, New York, NY 10010. Where this book is distributed in the UK, Europe and the rest of the world, this is by Palgrave Macmillan, a division of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN 978-1-349-45689-5 ISBN 978-1-137-31126-9 (eBook) DOI 10.1057/9781137311269 Chapter 5, “The Toolbox and How Teachers Used it: Individual Characteristics that Explain Differences in Advisor Role Enactment” is a revision of the article, “Teachers Providing Social and Emotional Support: A Study of Advisor Role Enactment in Small High Schools,” which previously appeared in Teachers College Record, vol. 112, no. 8 (2010). Republished with permission of T eachers College Record through Copyright Clearance Center, Inc. Library of Congress Cataloging-in-Publication Data Phillippo, Kate. Advisory in urban high schools : a study of expanded teacher roles / Kate Phillippo. pages cm.—(Palgrave studies in urban education) Includes bibliographical references and index. 1. Urban schools—United States. 2. Counseling in secondary education—United States. 3. Teacher participation in educational counseling—United States. I. Title. LC5131.P49 2013 370.9173(cid:2)2—dc23 2013004039 A catalogue record of the book is available from the British Library. Design by Newgen Knowledge Works (P) Ltd., Chennai, India. First edition: August 2013 10 9 8 7 6 5 4 3 2 1 For Noam This page intentionally left blank C ontents List of Figures and Tables ix Series Editors’ Foreword xi Acknowledgments xiii One Advisory: A View into Expanded Teacher Roles 1 Two “Very Nice, but Not Very Helpful”: The Education Profession’s Divergent Representations of Teachers’ Social-Emotional Support Responsibilities, 1892–2011 21 With Beth Wright Three Advisor Role Structure: How Schools Support or Undermine Expanded Teacher Roles 41 Four Consistency and Variation in Teachers’ Implementation of the Advisor Role 65 Five The Toolbox and How Teachers Used It: Individual Characteristics That Explain Differences in Advisor Role Enactment 83 Six Occupational Hazards and Innovation: Teachers’ Responses to the Advisor Role 115 Seven Tying It All Together: Lessons about Formally Expanded Teacher Roles, Teachers Advising Students, and Teachers Providing Social-Emotional Support 141 Appendix A Teacher Interview Participants, Sorted by School 167 Appendix B Overview of Research Methods 169 viii / contents Notes 175 References 177 Index 195 Figures and Tables Figures 2.1 Documents’ categorization of teachers’ social-emotional support role 26 2.2 Frequency of documents that include and exclude teachers’ social-emotional support roles, by ten-year period (1892–2011) 27 3.1 The advisor role’s structural elements 46 3.2 Alignment of the advisor role’s structural elements at King 54 3.3 Alignment of the advisor role’s structural elements at Los Robles 55 3.4 Alignment of the advisor role’s structural elements at Western 56 4.1 Percentage of advisors engaging in different activities, by school 68 4.2 Number of advisors defining role as concerned with academic support, social-emotional support, or life skills instruction, by school 73 5.1 Conceptual framework illustration: Interaction between teacher-level resources and schemas and school-level resources and schemas 87 6.1 Teacher quadrants used for analysis of between-teacher variation in teacher responses to advisor role 124 7.1 Recommendations for developing teachers’ social-emotional support competence 159 Tables 1.1 Participating schools: Select descriptive characteristics 19 2.1 Conceptualizations of teachers’ social-support responsibilities: A typology 29
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