Description

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Kate Phillippo evaluates the practice of having teachers also serve as advisors, tasked with providing social-emotional support to students. Through an in-depth survey of teacher-advisors at three different urban high schools, she examines the different ways in which advisors interpret and carry out the role and the outcomes for students.

About the Author

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Kate Phillippo is an assistant professor in the Cultural and Educational Policy Studies Department in the School of Education at Loyola University Chicago, USA.