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

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

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