Advisory in Urban High Schools: A Study of Expanded Teacher Roles

207 Pages·2013·1.277 MB·English

by  Kate Phillippo (auth.)

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
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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