Date of Award

7-22-1999

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

First Advisor

Mary Lou Fuller

Abstract

Advisory programs were designed to address the emotional and social aspect of education in an effort to enhance the cognitive development of our early adolescent students. This affective component acknowledges the importance of a developmentally responsive middle school education. Yet, this critical middle school component has been difficult to implement and even more challenging to maintain since the inception of the middle school movement. This qualitative study focuses on the experiences of six early adolescent females during their advisory time. The purpose of the study was to explore the advisory program's influence on the perceptions and psychological needs of these young female students. The sources of data were participant observation, in-depth and situational interviewing, a survey, and a field diary which contained the authors reflective insights. The emergent themes that were deduced from the data collected indicated that the students and teacher perceive the goals differently regarding the relevance and purpose of the advisory program. This lack of congruence often led to dissonance in this affective program. It was also found that the teacher/advisor's personality and attitude have a profound effect on the success of the advisory program. This confirms the research literature that states that the advisor is a key factor in the implementation and subsistence of the advisory program. The study implies that the formidable task of establishing “successful” advisory programs requires greater understanding of the purpose and goals of the program. This includes a more insightful look into the perception and needs of the students as well as the advisors. Due to the reluctant nature of many advisors, teachers must be better prepared through specialized education regarding the affective aspect of middle schools. In addition, schools may enhance this affective component by exploring various types of advisory programs which better recognize and establish the middle school goal of meeting the developmental needs of our early adolescent students.

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