Abstract
Policymakers and researchers have recently focused on schools’ contributions to the quality of teachers’ work as well as student outcomes. This fascination has manifest itself in standards-based accountability policies’ emphasis on schools’ average achievement (Jennings & Rentner, 2006; Valli, Croninger, Chambliss, Graever, & Buese, 2008), controversy about the existence and prevalence of “high flying” schools where students meet high performance standards despite economic and educational disadvantages (Baeder, 2011; Harris, 2006; Rothstein, 2004), and research that connects school-level factors to student achievement (e.g., Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010) and teacher retention (Ingersoll & Perda, 2010; Johnson & Kardos, 2008). To continue the study of the advisor role’s context that began in chapter 2, I focus here on the school’s influence on the work of advising, and how the school contributes to the implementation of expanded teacher roles such as the advisor role.
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© 2013 Kate Phillippo
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Phillippo, K. (2013). Advisor Role Structure: How Schools Support or Undermine Expanded Teacher Roles. In: Advisory in Urban High Schools. Palgrave Studies in Urban Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137311269_3
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DOI: https://doi.org/10.1057/9781137311269_3
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-45689-5
Online ISBN: 978-1-137-31126-9
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