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Author	Patel, Falguni V., 1974-
Title	Advisory Programs in Middle and High Schools
Resource Type	Text
Abstract	This mixed methods multiple case study examined advisory programming in three high schools and one middle school in Connecticut. Data were gathered through staff interviews, staff surveys, student focus groups, student surveys, and document analysis of the advisory programs. The study examined advisory organizational structures, advisor role, school counselor role, professional development, and the perceptions of staff and students on the benefits and drawbacks of advisory programming for adolescents, staff, and school communities The research examined the degree of alignment between the advisory organizational structures and the social emotional programming framework (SEL) proposed by Daniel Golman's Collaborative for Academic, Social, and Emotional Learning. The research findings indicated there is variability among the advisory structures, role of school counselors, and professional development training and resources of advisory programs in secondary schools as largely influenced by the bureaucracy of school systems. Advisory programs have produced both positive and negative outcomes for school communities in fostering the social emotional development of adolescents, building staff/student relationships/connections, and developing a positive school culture and climate. This research study suggests secondary schools model advisory organizational structures based on the social emotional learning framework to produce more positive academic and social emotional outcomes for adolescents and school communities in shaping a positive school climate.
Notes	Dissertation advisor: Anthony Rigazio-DiGilio.; Ed.D.,Central Connecticut State University,,2012.; Includes bibliographical references (leaves 225-231).
Subject	Educational counseling--Connecticut. Counseling in secondary education--Connecticut. Counseling in middle school education--Connecticut.
Software	System requirements: PC, World Wide Web browser, document reader.
Language	eng
Date of Publication	2012.
OCLC number	827788567
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