Personalizing the school environment: Teacher-based advisory programs that support student adjustment and academic outcomes
Abstract
This study attempts to look at middle school teacher-based advisory programs in sixteen states across the nation. Over 200 schools were surveyed with analyses from administrator, teacher, and student responses. Regression analyses were conducted on a hierarchical basis with respect to school location, advisory structure (length and duration of advisory programs), advisory practices (academic and career issues, parental contact, individual meetings with students, study hall projects, linkages to guidance and health, leadership, and adjustment and health issues), teacher attitudes (job role strain, job satisfaction, parental contact, burnout total, and school climate), and student experiences (anxiety, depression, recognition, school transition, teacher expectations, self esteem, self expectations, school environment scale, school safety, and advisory assistance) and their effects on student grades and classroom behaviors.
Although few middle schools nationwide have fully implemented advisory programs, lessons can be learned from the ones that do. The findings indicated that frequency and duration of advisory meetings do matter and what practices teachers employ during these meetings may have a significant impact on teacher job satisfaction, student adjustment, and ultimately, student achievement.
If teacher-based advisory programming was analyzed over a longer period of time with higher levels of implementation in a larger percentage of schools, more conclusive results might be found.
Subject Area
EDUCATION, CURRICULUM AND INSTRUCTION (0727)
Recommended Citation
Caroline Johnson Caswell,
"Personalizing the school environment: Teacher-based advisory programs that support student adjustment and academic outcomes"
(2003).
Dissertations and Master's Theses (Campus Access).
Paper AAI3115623.
http://digitalcommons.uri.edu/dissertations/AAI3115623