The perceived effectiveness of the advisement process in selected high schools in the Atlanta public school system, 1991
Leaphart, Wilbur T.
1990-1999
This study was to determine the perceptions of the Advisement Process held by administrators, teacher-advisors, and student-advisees and how these perceptions relate to student career development and planning, advisor-advisee relations, and the extent of training in the Advisement Process in ten selected high schools in the Atlanta Public School System. The research design for the study was a descriptive research design. The high schools from a metropolitan Atlanta school district were selected as a sample for the study. A questionnaire was used to collect the data needed for analysis. An Analysis of Variance (ANOVA) was used to analyze all data collected. An analysis of the data showed that there was no significant difference in the perceptions of the effectiveness of the Advisement Process held by administrators, teacher-advisors, and student advisees. Also, there was no significant difference in the perceptions held by these groups regarding career development and planning of students or advisor-advisee relations. The conclusions of the study were that many guidance and counseling functions are significantly enhanced through the use of an advisement system utilizing teachers to deliver such services. Also, the Advisement Process was very favorably reported by those who participated in the process. The implications were that interpersonal skills and relations are improved through a system of advisement. The role of the advisor broadens the functions of the teacher.
text
application/pdf
1991-12-01
dissertation
Doctor of Philosophy (PhD)
Clark Atlanta University
School of Education, Educational Leadership
Boggs, Olivia
Georgia--Atlanta
http://hdl.handle.net/20.500.12322/cau.td:1991_leaphart_wilbur_t
