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ERIC Number: ED515958
Record Type: Non-Journal
Publication Date: 2009
Pages: 192
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-3736-6
ISSN: N/A
Student and Teacher Perspectives of the Effectiveness of a High School Advisory Program on Sense of Belonging
Borgeson, Pamela Dawn
ProQuest LLC, Ed.D. Dissertation, Walden University
In one high school, an advisory program was put into place to promote students' sense of belonging as a main goal. However, the effectiveness of this program had not been evaluated, and research was needed for a better understanding of program outcomes. The purpose of this mixed methods case study was to evaluate one high school advisory program with a special focus on the program's effect on the students' sense of belonging. Tinto's model of student retention provided the theoretical foundation for this study. The research questions focused on perceptions of the process and outcomes of the advisory program from the perspectives of 9th and 10th grade advisees, 12th grade assistant advisors, and teacher-advisors. Two hundred fourteen 9th and 10th grade advisees, 41 12th grade assistant advisors, and 14 teacher advisors completed surveys. Responses to the qualitative open-ended questions on the survey were analyzed using typological analysis, including both predetermined and inductive categories. Findings indicated that the advisees benefited from the interaction with advisors, wanted more time for advisory, and were concerned about academics. Assistant advisors requested larger roles in the program. Advisors felt that the advisees benefited from the interaction of being part of a group and recommended that the curriculum needed continuous improvement. Responses to the quantitative Likert style questions on the survey rating program goals were analyzed using descriptive statistics. Results indicated that advisees agreed that all goals were being met. Recommendations include giving the 12th grade assistant advisors larger roles, providing more frequent or longer advisory meetings, and engagement in continuous revision of the curriculum. Social change implications are effective advisory programs may lead to better overall success in high school, thus decreasing dropout rates. [The dissertation citations contained here are published with the permission of ProQuest LLC.Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 10; Grade 12; Grade 9; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A