¶ … Constraints in School Advisory Programs
In an era of high stakes testing and increasing calls for educator accountability for academic outcomes, identifying opportunities to use existing resources to their maximum advantage has assumed new importance and relevance today (Phillipo & Stone, 2013). A growing body of research confirms the importance of school advisory programs in achieving improved academic outcomes, but these initiatives are also characterized by a number of constraints that must be taken into account in order to achieve optimal results. To determine the facts, this paper reviews the relevant literature concerning school advisory programs to identify current theories, explanations, proposed relationships among constructs, as well as existing gaps in this body of knowledge. In addition, a discussion concerning the contradictions, inconsistencies, and ambiguities regarding the findings that emerged from the research concerning school advisory programs is following by a summary of the research and important findings in the conclusion.
Review and Discussion
School advisory programs in junior and middle schools have a lengthy history dating back nearly a century and a half (Weilbacher & Lanier, 2012). More recently, school advisory programs have been implemented at the elementary school level and are continued throughout a student's academic career (Wielbacher & Lanier, 2012). These are important advances because the relationship between educators and students is an integral component of promoting academic success, but many students experience a degradation of this relationship when the transition between elementary and secondary schools (Van Ryzin, 2010).
In response, a growing number of secondary schools have implemented advisory programs wherein an educator/advisor periodically meets with small groups of students throughout the school year (Van Ryzin, 2010). Likewise, Wall (2012) reports that advisory programs are also consistent with the goals set forth in the Developmental Designs for Middle School initiative. A study by Borgeson (2009) found that mentored students generally benefited from the process and many experienced improved academic outcomes as a result. n addition, Benson and Poliner (2013) cite the value of the low-key environment in which school advisory programs are administered as one of their major strengths. This strategy is also congruent with the recommendations of the Carnegie Council...
Peer Mentoring in Higher EducationCollier (2017) explains that peer mentoring is an effective method for facilitating success for college students because it has a positive effect on the learner�s morale and increases the student�s satisfaction with the university. This is essentially the same finding as that of Flores and Estudillo (2018), who note that peer-to-peer mentoring programs can assist first year college students in their academic and social goals. Peer
Peer Mentoring in Higher EducationNcube, Shaikh, Ames, McMorris and Bebko (2019) point out that at the higher education level, there are few programs provided by universities that allow students with autism spectrum disorder (ASD) to benefit from extra-curricular options. Ncube et al. (2019) sought to examine whether an autism mentoring program (AMP) could help ASD students in college have a better social support system. The researchers had 23 students who
3.4 Finally, I am interested in whether or not there is a trickle-down effect from leftist or rightist politics style at the provincial and federal levels. 1.3 Objectives 1.3.1 There are two major objectives for this research. The first is to compare the level of motivation among secondary school teachers under the Vancouver British Columbia School District in Canada by their socio-demographic and organizational factors. My hypothesis in advance of investigating this is
As teachers are asked to do more and more by busy and demanding parents, it further fosters collaboration and support among teachers throughout the same school building. The purpose of peer teaching is not to judge the other teachers, but to encourage mutual reflection and analysis of teaching practice. It promotes specific feedback over time, rather than monitors teaching in glimpses, like a visit from a principle. (Robbins, 1991) Selecting
Each level influences and is influenced by those around it." (Costa, Kahaneo, Lipton, et al., 2001, p. 2). Once the teacher understands how their performance and their teaching ability relate to the outcomes of the school as a whole, they will be able to understand the need for peer observation and coaching. They desire better outcomes for the school, but they are not accustomed to the openness of the peer
EDUCATION ADMINISTRATION Education Administration: Teacher Burnout- Literature Table and Reference ListReference1. Carroll et al., 20212. Herman, Hickmon-Rosa & Reinke, 20183. Jacobson, 2016Type (qual, quant, theoretical, peer-reviewed, book, dissertation)Quantitative research (peer-review article)Quantitative research (peer-review article)A qualitative study (dissertation)Aim or scope of the studyTo assess the downstream effects of teachers� burnout along with the effectiveness of stress-reduction interventions and improvement in student self-reported outcomesTo explore the relationship between teachers� stress, burnout, self-efficacy,
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