Research Says - Excerpt from www.sjstudentadvisory.weebly.com
Below are several exerpts from litterary research regarding student advisory programs.
"A strategy many effective high schools have employed to personalize their school is the advisory program. Every student and every staff member are part of an advisory group. One teacher or staff member gets to know a small group of students by meeting with them on a regular basis. Advisory programs set up structures in which students and adults can develop close, trusing relationships that not only personalize education but also 'complement the curriculum'. High schools that have implemented advisory programs report fewer absences, fewer dropouts, fewer discipline problems, reduced alienation, and a more positive school climate." p. 187 The Productive High School
"The advisory program serves several purposes. It promotes opportunities for social and emotional development...advisory programs provide specific opportunities for students to develop within the affective domain... Opportunities and learning experiences encourage students to assess what they value and what is important to them...Advisory programs help students to become aware of these aspects of the affective domain and encourage them to conduct a continuous examination of their values and beliefs in order to develp an increased understanding of themselves.
Bandura adds another dimension of the affective domain that is addressed in advisory, the concept of self-efficacy. Self-efficacy escribes the students' ability to produce and control events in their lives." p. 41 Beyond Measure
"In a nutshell, the research says that if we create safe, supportive, respectful learning environments, personalize young people's learning experience,help them developsocial and emotional competencies, and provide opportunityes to practice using these competencies, they will grow more attache toschool, avoid risky behaviour, and achieve more academic success. Effective advisory programs meet all of these goals.
The research reveals an interesting and complex set of cause and effect relationships. To begin with, initiatives that make the learning environment safer, more caring, better managed and more participatory ahve been shown to increase student attachment to school In turn, students who are more connected and attached to school are more successful, as measured by indicators like
better attendance, higher graduation rates, higher grades and better standardized test scores." p.6 The Advisory Guide
REFERENCES
Holland, P.E. (2004) Beyond Measure: Neglected Elements of Accountability. Larchmont, N.Y.: Eye on Education.
Murphy, J., Beck, L.G., Crawford, M., Hodges, A., & McGaughy, C.L. (2001) The Productive High School: Creating Personalized Academic Communities. Thousand Oaks, CA: Corwin Press, Inc.
Poliner, R.A., & Lieber, C.M. (2004) The Advisory Guide. Cambridge, MA: Educators for Social Responsibility.
"A strategy many effective high schools have employed to personalize their school is the advisory program. Every student and every staff member are part of an advisory group. One teacher or staff member gets to know a small group of students by meeting with them on a regular basis. Advisory programs set up structures in which students and adults can develop close, trusing relationships that not only personalize education but also 'complement the curriculum'. High schools that have implemented advisory programs report fewer absences, fewer dropouts, fewer discipline problems, reduced alienation, and a more positive school climate." p. 187 The Productive High School
"The advisory program serves several purposes. It promotes opportunities for social and emotional development...advisory programs provide specific opportunities for students to develop within the affective domain... Opportunities and learning experiences encourage students to assess what they value and what is important to them...Advisory programs help students to become aware of these aspects of the affective domain and encourage them to conduct a continuous examination of their values and beliefs in order to develp an increased understanding of themselves.
Bandura adds another dimension of the affective domain that is addressed in advisory, the concept of self-efficacy. Self-efficacy escribes the students' ability to produce and control events in their lives." p. 41 Beyond Measure
"In a nutshell, the research says that if we create safe, supportive, respectful learning environments, personalize young people's learning experience,help them developsocial and emotional competencies, and provide opportunityes to practice using these competencies, they will grow more attache toschool, avoid risky behaviour, and achieve more academic success. Effective advisory programs meet all of these goals.
The research reveals an interesting and complex set of cause and effect relationships. To begin with, initiatives that make the learning environment safer, more caring, better managed and more participatory ahve been shown to increase student attachment to school In turn, students who are more connected and attached to school are more successful, as measured by indicators like
better attendance, higher graduation rates, higher grades and better standardized test scores." p.6 The Advisory Guide
REFERENCES
Holland, P.E. (2004) Beyond Measure: Neglected Elements of Accountability. Larchmont, N.Y.: Eye on Education.
Murphy, J., Beck, L.G., Crawford, M., Hodges, A., & McGaughy, C.L. (2001) The Productive High School: Creating Personalized Academic Communities. Thousand Oaks, CA: Corwin Press, Inc.
Poliner, R.A., & Lieber, C.M. (2004) The Advisory Guide. Cambridge, MA: Educators for Social Responsibility.