Moore, Julie Ann
(2015)
PRINCIPALS' PERSPECTIVES ON MIDDLE SCHOOL ADVISORY PROGRAMS.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
This qualitative study examined the phenomenon of perceptions’ of middle school principals in southwestern Pennsylvania to determine their views on advisory programs. Middle school students are unique when in their academic, physical and socio-emotional characteristics, compared to students of other developmental age groups, as shown throughout the literature review. In total, six principals were selected for participation in a three-part interview process using open-ended questions. The participants are principals in southwestern Pennsylvania who met the three criteria: (a) hold a Principal’s certificate from the Commonwealth of Pennsylvania, (b) employed in the role of a principal with a minimum of three years’ experience, and (c) professional experience working with advisory programs. The interview script was designed to collect data that examined participants’ views on middle school advisory programs. The findings resulted in six themes: (1) trust, (2) relationships, (3) sense of purpose, (4) connections, (5) transitions, and (6) child-centered. According to respondents, principals can create a positive learning and student-centered climate through advisory programs. Issues such as student-teacher communication, positive relationship building, trusting partnerships, and self-esteem emerged during this study. A few barriers noted were the non-existence mentoring program for teachers, a lack of professional development and training, high stakes testing demands, time, and finances.
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While these themes were evident in the literature, there was minimal research representing principals’ view on advisory programs, particularly whether it was beneficial or not, as well as their views on mentoring in advisory. The findings revealed significant understandings about the success or obstacles associated with advisory programs. Key results from this study support middle school design as enhancing specific programs, unified vision, commitment, and attention focused on the child.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
22 May 2015 |
| Date Type: |
Publication |
| Defense Date: |
2 December 2014 |
| Approval Date: |
22 May 2015 |
| Submission Date: |
27 March 2015 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
158 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
(Keywords: principals’ perceptions, advisory programs, academic, social-emotional, physical attributes of students) |
| Date Deposited: |
22 May 2015 15:57 |
| Last Modified: |
15 Nov 2016 14:26 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/24190 |
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