Relevant bibliographies by topics / Educational advisor

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational advisor'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 June 2025

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Journal articles on the topic "Educational advisor"

1

Iatrellis, Omiros, Nicholas Samaras, Konstantinos Kokkinos, and Apostolis Xenakis. "Elevating Academic Advising: Natural Language Processing of Student Reviews." Applied System Innovation 7, no. 1 (2024): 12. http://dx.doi.org/10.3390/asi7010012.

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Academic advising is often pivotal in shaping students’ educational experiences and choices. This study leverages natural language processing to quantitatively evaluate reviews of academic advisors, aiming to provide actionable insights on key feedback phrases and demographic factors for enhancing advising services. This analysis encompassed a comprehensive evaluation of 1151 reviews of undergraduate students for academic advisors, which were collected within a European University alliance consisting of five universities, offering a diverse pool of feedback from a wide range of academic interactions. Employing sentiment analysis powered by artificial intelligence, we computed compound sentiment scores for each academic advisor’s reviews. Subsequently, statistical analyses were conducted to provide insights into how demographic factors may or may not influence students’ sentiment and evaluations of academic advisory services. The results indicated that advisor’s gender had no substantial influence on the sentiment of the reviews. On the contrary, the academic advisors’ age showed a notable impact, with younger advisors surprisingly receiving more favorable evaluations. Word frequency analyses, both for positive and negative expressions, were also performed to contextualize the language used in describing academic advisors. The prevalent word combinations in reviews of highly rated academic advisors emphasized attributes like empathy, approachability, and effectiveness in guiding students towards achieving their academic goals. Conversely, advisors with less favorable reviews were often perceived as inadequate in addressing students’ concerns related to their academic journey, revealing persistent challenges in the student–advisor interaction that impacted their evaluation. This analysis of academic advisor reviews contributes to the body of literature by highlighting the significance of managing student expectations and enhancing advisor skills and qualities to foster positive interactions and academic success.
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Nazmi, Aishah Nadhirah Ahmad, Chun-Teck Lye, and Lee-Ying Tay. "Promoting Robo-Advisor Adoption among B40 in Malaysia through Advisory Transparency and UTAUT Models." Engineering, Technology & Applied Science Research 14, no. 6 (2024): 18727–33. https://doi.org/10.48084/etasr.8289.

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The B40 is generally considered to have disadvantages in financial literacy and monetary resources, which often prevents them from making sound investment decisions. Therefore, based on recent advances in Artificial Intelligence (AI) and financial technologies, the Unified Theory of Acceptance and Use of Technology (UTAUT), and the notion of advisory transparency as a mediator, this study investigates factors influencing the intention to adopt financial robo-advisors among the B40 in Malaysia. The 217 responses collected using self-administered bilingual questionnaires were analyzed using Structural Equation Modeling (SEM). The results show that advisory transparency plays a significant role in mediating performance expectancy, facilitating conditions and effort expectancy to robo-advisor adoption intention. Specifically, the results imply that better advisory transparency, performance, and facilitating conditions of robo-advisor usage with minimal effort can, directly and indirectly, promote the intention of robo-advisor adoption. Consistent with the characteristics of B40, who are typically risk-averse and lack digital finance literacy, the findings suggest that more emphasis should be placed on the transparency of the robo-advisory process and digital financial education to promote robo-advisor adoption among the B40. This study fills a gap by integrating advisory transparency into the UTAUT model and providing insight into how advisory transparency interacts with UTAUT factors in promoting robo-advisor adoption. The results of this study can be a reference for policymakers, particularly in devising social welfare and educational policies to eradicate poverty in the country.
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Al Heab, Sherren M., Khalifeh M. Abu-Ashour, and Hadi M. Tawalbeh. "The Role of the Educational Advisor in Solving School Problems from an Islamic Perspective." Jordanian Educational Journal 8, no. 2 (2023): 51–76. http://dx.doi.org/10.46515/jaes.v8i2.397.

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This study aimed to identify the role of the educational advisor in solving school problems from an Islamic perspective. The descriptive survey methodolgy was used. The study sample consisted of (415) administrators, teachers and consultants, to achieve the study goals. The questionnaire was used, the study results showed that the educational advisor’s role in solving school problems from the Islamic perspective, was very high degree, and the results showed that there were no statistically significant differences for the level of responses of the sample subjects in the role of the school advisor from the Islamic perspective in solving educational problems due to the different variables: (gender, educational qualification, and experience). And the presence of statistically significant difference attributable to the effect of the job title variable in favor of a principal, advisor, and in light of the results of the study, the study recommended enhancing the role of the educational advisor in supporting the principal and teachers, by ensuring that instructions, brochures, and circulars related to the problems that students suffer from; reach to all teachers, also providing educational means and using them.
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Galassi, John P., Suzanne A. Gulledge, and Nancy D. Cox. "Middle School Advisories: Retrospect and Prospect." Review of Educational Research 67, no. 3 (1997): 301–38. http://dx.doi.org/10.3102/00346543067003301.

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This article presents a critical analysis of middle school advisor-advisee programs. The history of and rationale for these programs are reviewed, and a typology is offered for distinguishing different advisory programs. A conceptual framework is provided for identifying potential barriers to advisories at the inception as well as the implementation and maintenance phases, and suggestions for addressing these barriers are discussed. Existing research on advisory programs is reviewed and evaluated, and guidelines for improving future research are presented. Finally, alternative educational practices for achieving the goals of advisory programs are considered.
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Cohen, Nick. "Educational Advisor as Asset Stripper." Journal of Education for Teaching 24, no. 3 (1998): 257–58. http://dx.doi.org/10.1080/02607479819764.

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Tălpău, Andreea. "From teacher to educational advisor." BULETIN ŞTIINŢIFIC SERIA A Fascicula Pedagogie-Psihologie-Metodică 23 (December 31, 2023): 219–22. https://doi.org/10.37193/bs-ppm.23.19.

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This article focuses on the role of the educational counselor in the teacher-student relationship, in the context of current social and educational changes. The importance of assertive communication between teacher and students is emphasized, compared to the relationship based on authority in the past. The purpose of this article is to analyze the impact of teaching staff as an educational advisor in providing appropriate careers advice to students. The perspectives presented in this article are based on studies in the field of pedagogy, psychology and educational management. The multiple roles that teachers fulfill in the educational process are highlighted, including forecasting, organizing, communicating, leading, coordinating, deciding, guiding, motivating, educational counseling, controlling and evaluating. The paper emphasizes the importance of a sensitive and up-to-date approach in educational counseling, highlighting the need for a deep understanding of students' needs and aspirations. By applying assertive communication methods and providing quality advice, teachers can significantly contribute to the training and career guidance of their students. Collaboration between teachers, school psychologists and other stakeholders is necessary to ensure effective support in career decision-making and ongoing student development.
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Rubin, Lisa M. "Who Are Athletic Advisors? State of the Profession." NACADA Journal 37, no. 1 (2017): 37–50. http://dx.doi.org/10.12930/nacada-15-046.

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The field of athletic advising has existed since the 1970s. In the early 1990s, the National Collegiate Athletic Association mandated that higher education institutions provide academic support for student-athletes. Few researchers have identified those serving as athletic advisors, so the literature features little data on advisor demographics, training, education, and work responsibilities. Therefore, the background and experiences of 277 members of the National Association of Academic Advisors for Athletics, who responded to a survey, were explored. Specifically, athletic advisor educational and training background, burnout levels, meaning of the profession as participants describe it, advice for prospective advisors, and the knowledge they wish they had gained before entering the field are addressed. Dramaturgy was utilized as a framework for analyzing this research.
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Barnes, Lisa J., and Robin Parish. "Improving student-perceived benefit of academic advising within education of occupational and physical therapy in the United States: a quality improvement initiative." Journal of Educational Evaluation for Health Professions 14 (March 25, 2017): 4. http://dx.doi.org/10.3352/jeehp.2017.14.4.

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Academic advising is a key role for faculty in the educational process of health professionals; however, the best practice of effective academic advising for occupational and physical therapy students has not been identified in the current literature. The purpose of this quality improvement initiative was to assess and improve the faculty/student advisor/advisee process within occupational and physical therapy programs within a school of allied health professions in the United States in 2015. A quality improvement initiative utilizing quantitative and qualitative information was gathered via survey focused on the assessment and improvement of an advisor/advisee process. The overall initiative utilized an adaptive iterative design incorporating the plan-do-study-act model which included a threestep process over a one year time frame utilizing 2 cohorts, the first with 80 students and the second with 88 students. Baseline data were gathered prior to initiating the new process. A pilot was conducted and assessed during the first semester of the occupational and physical therapy programs. Final information was gathered after one full academic year with final comparisons made to baseline. Defining an effective advisory program with an established framework led to improved awareness and participation by students and faculty. Early initiation of the process combined with increased frequency of interaction led to improved student satisfaction. Based on student perceptions, programmatic policies were initiated to promote advisory meetings early and often to establish a positive relationship. The policies focus on academic advising as one of proactivity in which the advisor serves as a portal which the student may access leading to a more successful academic experience.
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Hobbs, D. J. "Design of a Knowledge‐Based Educational Advisor." PLET: Programmed Learning & Educational Technology 25, no. 4 (1988): 294–98. http://dx.doi.org/10.1080/1355800880250404.

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Kumar, A. Uday, M. Sreenivasulu, and Ravinder Naik. "EFFECTIVENESS OF ADVISORY SYSTEM AS PERCEIVED BY THE STUDENTS OF PJTSAU." Gujarat Journal of Extension Education 37, no. 1 (2024): 59–63. http://dx.doi.org/10.56572/gjoee.2024.37.1.0009.

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With the rise of flexible curriculum models across many Higher Educational Institutions and an expanding array of courses and programs available, it’s crucial to ensure that students leverage the wealth of information to make well-informed decisions about their academic trajectory. This can be achieved through a robust student advisory system. At our institution, we prioritize individual student support through a unique advisory approach involving all teaching staff members. Advisors play a pivotal role in students’ academic journeys by offering mentorship, expert guidance, and access to resources that foster learning and development. The paper focusses on the development of a standardised index for measuring the effectiveness of student advisory system. Employing an ex-post facto research design, a sample of 120 students across three agricultural colleges under PJTSAU. Results revealed that the majority of students, 47.5 per cent perceived the effectiveness of the advisory system to be at a moderate level, followed by high (27.5%) and low (25.0%). Keywords:leverage, advisor, mentorship, effectiveness, curriculum
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Dissertations / Theses on the topic "Educational advisor"

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Mellen, Jason. "The Research, Design And Development Of An Education Game For Training Resident Advisor Staff." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237764256.

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Epps, Susan Bramlett. "The Work Life of the Professional Academic Advisor: A Qualitative Study." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0403102-082112/unrestricted/epps041502.pdf.

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Victor, Jeffrey R. "The Development of Student Organization Advisor Workforces through the Expansion of Strategic Talent Management Practices." Thesis, University of Maryland University College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13424162.

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<p> The purpose of this study is to provide managers in both educational institutions and student organizations with empirically-based recommendations for how to best manage student organization workforces to achieve engagement and retention. The research questions ask (a) how educational institutions and student organizations strategically manage advisor talent to attract, engage, and retain advisors in their roles and (b) what talent management strategies can be applied to sustain a competent, satisfied, and engaged student organization advisor workforce. Through a systematic review methodology with an evidence-based management perspective to configure the best available evidence for synthesis, this dissertation incorporates organizational citizenship theory, the functional theory of volunteerism, and strategic talent management theory to reach the conclusions. Study findings confirm that student organization advisor service is linked to all elements of the functional theory of volunteerism but is primarily motivated by the values function first and then the career functions. Furthermore, student organization advisor service is a form of organizational citizenship behavior, and the values function of volunteerism is the antecedent to service as an advisor. Finally, it was determined that strategic talent management practices can be applied to student organization advisors, but such practices are not being implemented by key stakeholders. A theoretical model of advisor involvement and suggestions for implementation are presented to address this gap in practice. As a result of these findings, a model for practice that incorporates key strategic talent management practices to address fundamental advisor needs has been developed with an evidence-based blueprint for implementation.</p><p>
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Chen, Ming-Yao. "Physical education and special educational needs with special reference to individuals with physical disabilities : a comparative study of policy implementation in Taiwan and England." Thesis, Loughborough University, 2007. https://dspace.lboro.ac.uk/2134/14574.

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Physical education (PE) for pupils with special educational needs (SEN) is an important contemporary issue for primary teachers and other practitioners. In particular, how they are to include pupils with SEN in their classroom activity is a processing concern. This study is concerned essentially with how policy influences the ability of teachers to deal with SEN' pupils in PE. It explores the relationships between education policy on SEN and its implementation within PE when SEN pupils are placed in mainstream school settings. The main aims of this thesis are to explore how 'equality' and 'inclusion' are expressed in legislation, for example the National Curriculum in England and the Grade 1- 9 Curriculum Guidelines in Taiwan, and how teachers, local education authority (LEA) Advisors, pupils with physical disability and their parents interpret policy and engage in practice for SEN. The findings of the study are intended to provide guidance on education policy needed to promote 'inclusion' and connect SEN policy and its implementation within PE. This thesis develops and utilizes a theoretical model to illustrate the 'flow' of policy from government to schools. This framework has followed Bernstein's (1990) assertion that knowledge is produced and reproduced at different sites of practice and that 'discourses' are recontextualized in each. Qualitative research methods were used to explore these relationships. The research fields were located in the Midlands in England and in the North of Taiwan and investigate LEAs and primary schools. The research employed interviews, documentary analysis and observation to explore policy and its implementation for SEN pupils from not only a 'macro' but also a 'micro' perspective. Accordingly, this thesis has explored the relationships between teachers, the learning support assistants (LSA), pupils with physical disability and their activities in PE classrooms in order to throw light on processes of inclusion within PE and the difficulties associated with policy implementation for pupils with physical disability. The findings suggest that the implementation of SEN policy within PE was driven by ideals of inclusion and attempted to achieve equality. However, SEN policy and its implementation was rendered difficult by the production and reproduction of particular understandings of inclusion, and inadequate provision (training and resource) for teachers to deal with SEN pupils in PE. Compared with teachers in England, PE teachers in Taiwan seemed to be more 'able' to include SEN pupils in PE as they were less regulated by National Curriculum texts.
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Sheehy, Brittany N. "Support Received from the Dissertation Advisor and the Graduate Student Success of Doctoral Students Majoring in the Sciences." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7937.

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This quantitative study utilized surveys to explore how science doctoral students receive support from their dissertation advisors and its relationship to graduate student success outcomes. The survey was distributed to active doctoral students majoring in the sciences at one large, public, Southeastern University. Within examining how the support science doctoral students receives relates to graduate student success outcomes, the study also examined additional factors that could influence graduate student success such as the participant size of the laboratory group, experience with undergraduate research, and time in program. Findings revealed that on average science doctoral students report receiving more psychosocial support than career support. Students who reported higher levels of satisfaction with their laboratory group and those who had female advisors, were more likely to report receiving higher levels of psychosocial support. Also, students who reported higher levels of satisfaction with their laboratory group and having a female advisor, were more likely to report receiving higher levels of career support. Those students who had been the program longer, reported receiving less career support. This was also true for identification. The longer students were in the program, the less likely they would report identifying or wanting to emulate their advisor. There was a statistically significant relationship between overall level of satisfaction with the advisor relationship and receiving career and psychosocial support. There was also a significant relationship between reporting high levels of satisfaction with the advisor relationship and reporting high levels of satisfaction with the laboratory group. Lastly, there was significance found between students reporting identifying with the advisor and expressing high levels of satisfaction with the advisor relationship. No statistically significant relationship was found between the levels of support received and number of academic benchmarks or scholarly works. There was also no statistically significant relationship found between levels of support or graduate student success outcomes with the number of participants in a laboratory group. The study results indicated science doctoral students who have been the most successful at meeting graduate student success outcomes receive more psychosocial support from their advisors than career support. However, the more science students felt that their advisor was assisting them with career support, the more satisfaction they experienced with the overall advisor relationship. Advisors from other disciplines can look to increase the amounts of career support they provide to their students. Time in program was the only significant predictor of number of academic benchmarks met for science doctoral students. This needs to be explored in other disciplines given that most students in the sciences are only in the program for five to six years. The variable, scholarly works, was found to have two significant predictors, which were experience with undergraduate research and having had started the dissertation project. Undergraduate advisors and program directors from all disciplines should look to encourage their students who are interested in pursuing doctoral education to engage in undergraduate research as it will help them to progress more successfully through a graduate program. Doctoral advisors and program directors from all disciplines should look to create a curriculum that encourages students to start their research project as early as possible. The level of satisfaction with the laboratory group was a significant predictor to the satisfaction with the advisor relationship, to receiving more career and psychosocial support, and to identifying the advisor more. Therefore, more research is needed regarding the influence of the laboratory group and graduate student success outcomes in the sciences. Overall, the results of the study provide insight as to how other disciplines and programs may improve their student success outcome rates by understanding some mechanisms that are contributing to the success of science doctoral students.
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Magalhães, Viviane Penso. "Orientação pedagógica em Duque de Caxias: repensando práticas para trilhar novos caminhos." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7332.

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Este trabalho apresenta os resultados de uma investigação que buscou conhecer o trabalho do orientador pedagógico (OP) na rede do município de Duque de Caxias, Rio de Janeiro. Especificamente, buscou-se responder as seguintes questões de pesquisa: (a) Quais os dispositivos legais que conformam a profissão do OP no município de Duque de Caxias?, (b) que atribuições são demandadas pela escola a este profissional? e (c) como o OP percebe o trabalho por ele desempenhado na escola? Para a realização da pesquisa, partimos de uma retrospectiva histórica da função deste profissional, por meio da análise de documentos legais (leis, decretos, pareceres e diretrizes), identificando marcos da constituição desta profissão. A pesquisa também fez uso de entrevistas a uma amostra de orientadores que atuam na rede escolar desse município, escolhidos de forma aleatória. As entrevistas foram analisadas segundo orientações de Bardin e visaram à identificação do modo como este profissional concebe a sua atuação no âmbito da orientação pedagógica na escola. Por meio de análise estatística aos dados dos diretores da Prova Brasil 2009, a pesquisa buscou ainda identificar, em uma perspectiva panorâmica, como a direção da escola percebe o trabalho do orientador pedagógico. A análise aos documentos evidenciou mudanças significativas na concepção e atuação do orientador pedagógico, ampliando sua atuação às questões da gestão escolar. As análises estatísticas evidenciaram que a maioria das escolas públicas brasileiras conta com o apoio de um orientador pedagógico e que o diretor escolar considera fundamental contar com tal profissional na unidade. As entrevistas evidenciaram que os orientadores pedagógicos se enxergam como um elemento de potencialidade nas escolas e colocam em destaque a necessidade de uma formação profissional que dê conta tanto dos aspectos políticos envolvidos na gestão educacional, como dos aspectos pedagógicos demandados pela escola<br>This paper presents the results of an investigation that sought to know the work of the instructional designer ( OP ) in the municipality of Duque de Caxias , Rio de Janeiro network. Specifically , we sought to answer the following research questions : ( a) What are the legal provisions that make the profession of OP in Duque de Caxias , ( b ) tasks that are demanded by the school to this professional ? and ( c ) as the OP realizes the work he performed in school ? To conduct the survey , we start from a historical overview of the role of this person , through the analysis of legal documents ( laws , decrees , opinions and guidelines ) , identifying landmarks of the constitution of this profession . The research also made use of interviews with a sample of counselors working in this county school system , chosen randomly. The interviews were analyzed according to Bardin and guidelines aimed at the identification of how this professional conceives its performance under the tutoring at school. Through statistical analysis to the data of the directors of Proof Brazil 2009, the survey also sought to identify , in a panoramic perspective as the school board realizes the work of the instructional designer . The analysis showed significant documents in the design and performance of the instructional designer changes , expanding its activities to issues of school management . Statistical analyzes showed that most of the Brazilian public school has the support of an educational supervisor and the school principal considers it vital to have such a professional in the unit . The interviews showed that the mentors see themselves as an element of potential schools and put emphasis on the need for training that takes into account both the political aspects involved in educational management as pedagogical aspects demanded by the school .
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Nelson, Brandy R. "Stressors and Time-to-Degree for Online Social Sciences Doctoral Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5758.

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U.S. doctoral program completion rates have remained persistently low in the humanities and biomedical sciences despite educators' efforts. A variety of factors, including stress and dissitation advisor-related issues, were associated with high attrition rates and extended time-to-degree for PhD candidates. The purpose of this correlational study was to examine relationships among life stressors, advisor-related factors, and time-to-degree for a convenience sample of 74 online social sciences doctoral degree holders. Holmes and Rahe's work on stress and Tinto's framework for education program attrition provided the framework for the study. Linear regression and Pearson's correlation statistics were used to examine the relationships between Social Readjustment Rating Scale (SRRS) scores, Advisor-Related Factor scores, and time-to-degree after controlling for covariates of age, ethnicity, and gender. Key findings included: a) SRRS significantly (p < .01) predicted time-to-degree after controlling for age, ethnicity, and gender; and b) no significant relationship was found between advisor-related factors. By identifying at-risk students, early intervention could reduce the time need to complete a PhD program and reduce financial and university resources required to finish. Doctoral program administrators could provide closer supervision with PhD candidates and make adjustments based on an accumulation of extraordinary stressors to help PhD candidiates adjust and finish their programs.
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Whitworth, Patience. "Powerful Peers: Resident Advisors' Experience With Restorative Practices In College Residence Hall Settings." ScholarWorks @ UVM, 2016. http://scholarworks.uvm.edu/graddis/491.

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This study explores the implementation of Restorative Practices (Costello, Wachtel, & Wachtel, 2009) in a residential life program at a small public university. Narrative inquiry is used to explore the perspectives of eleven resident advisors (RAs) who have been trained in Restorative Practices (RP) and are using them in their residential communities. Participants were interviewed three times over the course of one academic year. The study illuminates the RAs' perspectives, growth and experiences with RP over that year. The findings demonstrate that RP may not only provide a structure for RAs to succeed within their challenging position, but may also encourage growth in a RAs' leadership capacity and abilities. This research also addresses how RAs conceptualize their position and role, including how they negotiate their dual, and sometime conflicting, roles of serving simultaneously as an authority figure and peer within the residence hall community, and how RAs benefit from and are challenged by implementing RP in their hall. In addition to examining the RA role specifically, the study also addresses how RP can serve as a theoretical framework for preparing RAs for their work in residence halls and for supporting them throughout the year. Further, the research suggests that RP, as a framework for the RAs' work in the residence halls, can potentially transform the residential experience for both the residents and the RA. The result may be the creation of the kind of community experience that the research has shown contributes to the retention of students. Finally, this study concludes with identifying some of the issues that are important for Residential Life departments in a process of successfully implementing RP in college residential settings.
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Gee, Stephanie. "An exploration of the role of the diversity advisor within educational teams that support students with visual impairments who are culturally and linguistically diverse." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55066.

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The use of language interpreters is one method for providing information to parents who are culturally and linguistically diverse (CLD) during meetings in schools. However, straight translation is often not enough. Diversity advisors are unique positions created to take on the role of becoming cultural brokers between the school and family as well as providing interpreting services. The purpose of this research was to explore the role of the diversity advisor within the context of an educational team that supports a student with a visual impairment who is also CLD. A focus group method was used to gather data from three groups on the learning team who had experience working with students with a visual impairment who are CLD: diversity advisors, classroom teachers and teachers of students with visual impairments (TVIs). Similar questions were asked of each group around perceptions of their role, interactions with other learning team members, and interactions with CLD families who have a child with a visual impairment. The transcribed data was analyzed using the thematic analysis approach to discover emerging themes, as well as areas for growth. Among the findings, common themes between the groups included a need for better role clarification, a desire for cultural understanding around visual impairment, continued communication and relationship building among team members, and the need to address concepts and terms that lose their original meaning when translated from one language to another. Potential solutions to improve interactions with other learning team members and professional development opportunities for diversity advisors in their work with families who are CLD with a child who has a visual impairment are discussed.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Gill, Casey L. "A Phenomenological Study Examining Resident Assistants' Experiences as Mandated Reporters in Cases of Sexual Violence." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1576143651754506.

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Books on the topic "Educational advisor"

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Volusia County (Fla.). School Board., ed. Tiger time: Southwestern middle school advisor/advisee program activity plan, seventh grade. The Dist., 1988.

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Myrick, Robert D. The teacher advisor program: An innovative approach to school guidance. ERIC Counseling and Personnel Services Clearinghouse, 1990.

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Myrick, Robert D. The teacher advisor program: An innovative approach to school guidance. CAPS Press, 2005.

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Nelson, Carl V. We make the difference: Metropolitan School District of Wayne Township home/school advisor program history. Carl V. Nelson, 2009.

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James, Michael. Adviser-advisee programs: Why, what and how. National Middle School Association, 1992.

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DeLand Middle School (DeLand, Fla.) and Volusia County (Fla.). School Board., eds. DeLand Middle School advisor-advisee program activity plan: Sixth grade. School Board of Volusia County], 1988.

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DeLand Middle School (DeLand, Fla.) and Volusia County (Fla.). School Board., eds. DeLand Middle School advisor-advisee program activity plan: Eighth grade. School Board of Volusia County], 1988.

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Ormond Beach Middle School (Ormond Beach, Fla.) and Volusia County Schools (Fla.), eds. Ormond Beach Middle School eighth grade advisor-advisee program activity plan. Volusia County Middle Schools], 1990.

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Ormond Beach Middle School (Ormond Beach, Fla.) and Volusia County Schools (Fla.), eds. Ormond Beach Middle School eighth grade advisor-advisee program activity plan. Volusia County Middle Schools], 1990.

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Massachusetts. Dept. of Education. Special education appeals advisory opinion explanation. Commonwealth of Massachusetts, Dept. of Education, 1997.

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Book chapters on the topic "Educational advisor"

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Christodoulou, Anthi, and Konstantinos Korfiatis. "Challenges Emerged During an Action Research Approach Applied in a Schoolgarden Project: Reflections and Revisions." In Shaping the Future of Biological Education Research. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44792-1_20.

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AbstractThis paper reports on the challenges that emerged during an Action Research (AR) school kitchen-garden project. The AR team included the teacher/researcher (T/R), the critical friend, the facilitators (i.e. the T/R’s academic advisor and the school’s principal) and three more colleague teachers. Data was derived from T/R observations and students’ reflecting notes. The results exhibited four categories of challenges that emerged during the AR cycles concerning teaching and research strategies, research coordination and students’ participation. It transpired that a research group which was committed to dialogue, shared knowledge and action managed to create a participatory and effective project. Strategies such as organizing regular meetings between the research team members, developing a friendly relationship between teachers and participating students, having a personal approach toward students who participate in the applied project (e.g., private conversations), identifying students’ personal worries or social difficulties and applying activities promoting students’ creativity, mobility and autonomy could be helpful to other environmental educational projects, as well.
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Lombardo, Gabi. "Science Advisors and “Good Evidence”: A Case Study." In Research Ethics Forum. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15746-2_6.

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AbstractThis chapter addresses the place of research ethics in evidence-informed policy and the role of those who are elevated to special roles to advise governments. Science advisors are one type of institutional link between scientific research and policymakers. The aim of this chapter is to discuss the role for science advisors to provide the main guarantee that the research, which provides the evidence for policymaking, is based on methodologically robust and ethically grounded scientific work. This relies on the academic training and culture of the science advisers. There is currently no forum where policymakersand academic/higher education institution (HEI) researchers can easily come together to work jointly to develop the process of continuous expert policy advice and evaluation in response to key national strategic issues. In progressing this agenda, it is critical to design effective structures to identify research demand from government and ethically sound research supply from HEIs and other sources over the long term, at least at national levels. Even more importantly, there are no declared standards in scientific policy advice, except the assumption that those who have received an academic training are assumed to be bounded by robust academic values and carry these with them into their new roles in providing scientific advice for policymaking. To explore this issue, this chapter examines the case of the International Network for Government Science Advice (INGSA). This is a gateway to the community of professional science advisers working inside governments, and to those engaged in other aspects of the production, brokerage and analysis of scientific advice, not just in the European Union (EU) but globally.
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Marcdante, Karen, and Deborah Simpson. "Mentor, Advisor and Coach." In Mentoring In Health Professions Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86935-9_14.

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Baveye, Philippe, and Françoise Vermeylen. "The Advisor-Advisee Relationship in Soil Science Graduate Education: Survey and Analysis." In SSSA Special Publications. Soil Science Society of America, 2015. http://dx.doi.org/10.2136/sssaspecpub37.c10.

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Fleming, Robert S., and Michelle Kowalsky. "Selecting Research Advisors." In Springer Texts in Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80939-3_12.

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Fleming, Robert S., and Michelle Kowalsky. "Roles and Responsibilities of a Research Advisor." In Springer Texts in Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80939-3_11.

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Fleming, Robert S., and Michelle Kowalsky. "Working with Your Research Advisors." In Springer Texts in Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80939-3_13.

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Kogan, Maurice, and Tim Packwood. "The future of advisory systems." In Advisory Councils and Committees in Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003387299-6.

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Bakir, Caner, and H. Tolga Bolukbasi. "Changing Policy Advisory Dynamics in the 2000s: The Advisory Roles of Political Scientists in Turkey." In The Advisory Roles of Political Scientists in Europe. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86005-9_14.

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AbstractThis chapter maps the changing features of the policy advisory system in Turkey and explores the policy advisory roles of Turkish political scientists in the 2000s. It situates Turkey’s statist policy advisory system in an environment of increasing centralization of executive power in a hybrid regime. In this system, government actors dictate the terms of engagement for key policy actors. They do so against the background of externalization, politicization, privatization, Europeanization and societalization of advice. In addition to case study material, the chapter relies on the ProSEPS survey. According to the survey findings, the typical political scientist in Turkey is a male opinionator, who gives generally informal face-to-face advice to mostly civil society organizations, think tanks and civil servants. This opinionator is an expert in international relations, comparative politics and political theory. Political scientists in Turkey’s advisory system do not differ markedly from their European colleagues in terms of their demographic characteristics, educational attainment, employment status, specialization subfields, channels they use and levels of governance they provide advice at. The chapter concludes by calling for further research on the advisory roles of political scientists in this hybrid regime.
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Ramparsad Banwari, Aleya, Philip Mbulalina Dambisya, Benedict Khumalo, and Kristin van Tonder. "16. A design justice approach to Universal Design for Learning: Perspectives from the Global South." In Higher Education for Good. Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0363.16.

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This chapter focuses on the issue of exclusion in higher education and how to promote inclusivity by implementing UDL principles within a larger social and design justice context. The chapter critically analyses the strengths and challenges of a UDL approach within a Global South context, highlighting how social and design justice can be attained by focusing on broad conceptions of access and equity. The chapter documents the experiences of four postgraduate students in their roles as Educational Technology Advisors (ETAs) at the University of Cape Town, outlining collaborative insights arising from the authors’ varied positionalities and disciplinary backgrounds. The chapter seeks to offer a challenge to established epistemological paradigms that regard the very nature of knowledge as impartial and absolute, as well as to catalyse more significant insights into inclusive, accessible, and socio-culturally responsive education practices in higher education.
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Conference papers on the topic "Educational advisor"

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S.V, Dewasurendra, Udunuwara U.K.C, Wanniarachchi T.T, Panditharathne P.D.R.L, Samantha Thelijjagoda, and Kapila Dissanayaka. "Cutting-Edge AI-Driven Higher Educational and Career Advisory Platform." In 2024 International Conference on Innovative Computing, Intelligent Communication and Smart Electrical Systems (ICSES). IEEE, 2024. https://doi.org/10.1109/icses63760.2024.10910770.

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Sharma, Himani, and Ann McKenna. "WIP: Advisor Shifts in Engineering Doctoral Journeys - Perceptions from International Students." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893064.

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Pedrera-León, Ana, Karl Vanderlinden, José Santos-Jiménez, and Antonio Jesús Gaitán-Jurado. "TRAINING AND KNOWLEDGE TRANSFER FOR AGRICULTURAL ADVISORS IN ANDALUSIA." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1085.

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Weagant, Riley, Zixin Zhao, Adam Bradley, and Christopher Collins. "AdVizor: Using Visual Explanations to Guide Data-Driven Student Advising." In 2024 IEEE VIS Workshop on Visualization Education, Literacy, and Activities (EduVIS). IEEE, 2024. http://dx.doi.org/10.1109/eduvis63909.2024.00008.

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Berdanier, Catherine G. P., Kyeonghun Jwa, and Megan Ellery. "How Satisfaction with Advisor Relationship Interacts and Evolves in Engineering Doctoral Students Questioning Whether to Leave the PhD." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893408.

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Xie, Xin, Rongyu Cui, Long Fan, and Xiaoli Yang. "Large Language Models Enhanced Client Simulation and Feedback System for Insurance Advisors." In 2024 4th International Conference on Big Data Engineering and Education (BDEE). IEEE, 2024. http://dx.doi.org/10.1109/bdee63226.2024.00009.

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Rodríguez Mendoza, Ana Gabriela, Gabriela Reyna García, Lorena Quilantan García, and Adán Graciano Iza. "LEARNING EXPERIENCE IN THE BUSINESS DISCIPLINE INTEGRATING INNOVATIVE TECHNOLOGIES: VIRTUAL REALITY WITH ARTIFICIAL INTELLIGENCE THROUGH AN AVATAR-ADVISOR." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0370.

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Stephen, Magdeline Mmapaseka, and Eunice Nyamupangedengu. "PHYSICAL SCIENCE SUBJECT ADVISORS’ PERSPECTIVES ON THEIR ROLES TO IMPROVE COMPETENCIES OF TEACHERS FROM PREVIOUSLY DISADVANTAGED SCHOOLS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0233.

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Wang, Chaoqian, and Qian Jiang. "An Evolutionary Student-Advisor Bipartite Game Approach to Policy Analysis of Motivating Graduating Students to Stay." In 2022 International Conference on Information System, Computing and Educational Technology (ICISCET). IEEE, 2022. http://dx.doi.org/10.1109/iciscet56785.2022.00050.

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Epurescu, Elena oliviana. "THE CAREER CONSULTANT'S PROFILE." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-148.

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To advise is to provide the student the opportunity to explore, discover and to clarify the best ways to live his own life, to have a happy existence. Initially, the scope of the councilors has been identified as a reduced one compared to psychotherapy, then the purpose of the two activities to dissociate from a theoretical point of view. Between the two terms there is a significant difference: counseling is a proactive action, while psychotherapy is a postfactum intervention (remedial action, the therapy). Guidance and counselling means all actions performed by optional advisory and training methods, the general and special conditions, subordinated to, from the point of view of the Content, Size of process-orientated technology/education, and from the perspective of the activity of psycho-pedagogical assistance methodological and social teachers, students and parents, designed at the level of the education system, with a view to the correct academic and career options. Guidance and counselling means all actions performed by optional advisory and training methods, the general and special conditions, subordinated to, from the point of view of the content, size of process-orientated technology/education, and from the perspective of the activity of assistance psycho-pedagogical methodological and social teachers, students and parents, designed at the level of the education system, with a view to the correct academic and career options. In Romania, there is still a well-defined ethical framework at the legislative level, Advisor profession ‘borrowing’ a number of ethical rules from psychologists, sociologists, pedagogues. We expect that in the not too distant future, together with the adjustment of the legal framework concerning the advice, to be completed and such professional code, as a sign that the profession has moved beyond the Advisor to the time of interim and won a tight space defined in the professional Romanian.
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Reports on the topic "Educational advisor"

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Day, Natalie. Spotlight on Sustainability. HundrED, 2018. http://dx.doi.org/10.58261/xzxt7237.

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The HundrED Spotlight on Sustainability highlights the innovative practices happening in education that address this important issue. We spent nine months researching sustainability in education and identifying the people already making this a priority in their educational settings. Together in partnership with MUSE School, California, and with the help of an expert advisory board, we’ve selected ten innovations which are impactful, address sustainability in a fresh way and have either spread to other settings or have the potential to.
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Atcitty, Stanley. Technical Advisor to the American Indian Research and Education Initiatives (AIREI). Office of Scientific and Technical Information (OSTI), 2016. http://dx.doi.org/10.2172/1431193.

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Freed, Danielle. K4D Strengthening Cross-sector Learning for Education and FCAS. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.159.

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This K4D Impact Story shares how the K4D’s Education in Fragile and Conflict Affected States (FCAS) Learning Journey supported the UK Government’s and global partners’ understanding of the subject, facilitated dialogue and learning, and equipped advisors with evidence and ideas that promote ongoing stability. This case study was made possible through the contribution of the K4D Programme team, staff at the Foreign, Commonwealth and Development Office, and others who engaged with the resources and K4D Programme.
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Secules, Stephen, Darryl Dickerson, Maimuna Begum Kali, Nivedita Kumar, and Bailey Bond. Advisor Intervention Training: Diversity and Culture of Inclusion. Florida International University, 2024. http://dx.doi.org/10.25148/succeed.2024.4.

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This document contains the PowerPoint presentation, the handout, and the script for an interactive theater-based training we created for inclusive graduate advising. The scripts and scenarios were drawn from a graduate student inclusion education research study conducted by FIU student researchers. We created scenarios of inequity on their basis and helped scaffold participants to be able to respond to the inequities. The Bystander Intervention process (adapted from the FIU ADVANCE team) was: Notice, Interpret, Take responsibility, Think strategically, and Act. The decision for how to act in response to the marginalization included actions which are more immediate or more delayed, and more direct or more indirect. This framework and interactive training helps graduate advisors consider the importance of responding to marginalization and inequity and a range of helpful options when doing so.
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Desk, Front. Report on the Regional Focal Points Meeting - Africa and Europe. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5316.

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The Regional Focal Points Meeting for Africa and Europe was held in Mahe, Seychelles from 20-21 February 2023. The two-day meeting was chaired by Prof. Asha Kanwar, President and CEO, Commonwealth of Learning (COL) and facilitated by Ms Frances Ferreira, Acting Director: Skills, Mr Robert Okinda, Adviser: TVSD, and Professor Jane-Frances Agbu, Adviser: Higher Education. Official representatives from 20 Commonwealth countries in the region participated in the two-day meeting. The list of participants and agenda of the meeting are included as Annex 1 and 2, respectively.
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Paqueo, Vicente, Johanna Marie Astrid Sister, Solomon Sarne, et al. The Impact of Trifocalization on Philippine Education Outcomes and the Coordination Issue. Philippine Institute for Development Studies, 2024. http://dx.doi.org/10.62986/dp2024.15.

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Thirty-two years ago, the First Congressional Commission on Education (EDCOM I) established a trifocalized Philippine Educational and Training System (PETS) to ramp up the achievement of the country’s educational and training goals. EDCOM I aimed to raise the system’s performance by transforming the PETS from a centralized Department of Education, Culture and Sports (DECS) into a system comprising three separate national education agencies, each vested with the responsibility and authority to lead on education and training matters. These agencies are the Department for Basic Education (DepEd), the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA). Despite well-intentioned reform efforts advocated by EDCOM I, the PETS is not performing as well as education and development leaders had hoped. This state of affairs has led some influential leaders and advisers of EDCOM II to call for a reversal or modification of the current trifocalized PETS. This study seeks to address the aforementioned concerns and to analyze the proposal to reverse or modify trifocalization. To this end, the analysis aims to determine the impact of trifocalization on desired education and skills development outcomes in the Philippines using a combination of quantitative and qualitative methods. This study finds that trifocalization has had no statistically significant impact on education outcomes at conventional confidence levels. The empirical results are consistent with findings from key informant interviews. Furthermore, the study discusses why a trifocalized PETS might not work as expected. Given its findings, the report offers several reform ideas that EDCOM II may want to consider to enable and incentivize the trifocalized system to function more effectively, especially regarding coordination and other issues that key informants regard as fundamental. One recommendation is the establishment of an independent agency with oversight responsibilities and powers to hold DepEd, CHED, and TESDA and other related agencies accountable for their performance in the PETS.
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Van Der Zant, Tamara, and Katherine Dix. Primary Industries Education Foundation Australia (PIEFA) Storm and Flood Industry Recovery Program: Evaluation report. Australian Council for Educational Research, 2024. https://doi.org/10.37517/978-1-74286-776-2.

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Despite the growing diversity of careers in Primary Industries, young peoples’ pursuit of agricultural careers is often hampered by outdated perceptions of the sector and its opportunities. As Primary Industries adapt to the threat of natural disasters by turning to scientific and technological solutions, a diverse, highly skilled workforce will be required. In the wake of the devastating impacts of storm and floods in early 2021 across New South Wales, the Storm and Flood Industry Recovery Program (SFIRP): Creating resilience through empowering school curriculums about primary industries careers project was developed. To aid the long-term recovery and resilience of the NSW agriculture industry, Primary Industries Education Foundation Australia (PIEFA) was tasked to design and provide educational opportunities for promoting studies of food, fibre and agriculture and associated careers. The program aimed to inspire students in NSW to pursue career pathways in Primary Industries. Accordingly, the SFIRP has endeavoured to support industry recovery by challenging industry misconceptions and equipping teachers and careers advisors to educate students about opportunities to post-school pathways and careers in agriculture. An independent evaluation of SFIRP was undertaken by the Australian Council for Educational Research (ACER) and is presented in this report.
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Ruiz, Pati, Eleanor Richard, Carly Chillmon, et al. Emerging Technology Adoption Framework: For PK-12 Education. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/161.

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The Emerging Technology Adoption Framework was created with education community members to help ensure that educational leaders, technology specialists, teachers, students, and families are all part of the evaluation and adoption process for placing emerging technologies in PK-12 classrooms. We engaged an Emerging Technology Advisory Board through Educator CIRCLS based out of The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) and gathered additional feedback from researchers, policy experts, the edtech community, educators, and families to ground our work through a community of experts. This framework is specifically designed to include community members in the process of making informed evaluation and procurement decisions and outlines the important criteria to consider during three stages of emerging technology implementation: (1) initial evaluation, (2) adoption, and (3) post-adoption. Each criterion has specific questions that can be asked of decision makers, district leaders, technology researchers and developers, educators, and students and families, as well as resources and people who might serve as resources when answering these questions.
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Brown, Ryan, Kimberley Preston, Julie Risien, Miguel Goni, and Laurie Juranek. ARC-Learn Practitioner Guidebook : practical considerations for implementing an alternative model of undergraduate research experience. Oregon State University, 2024. http://dx.doi.org/10.5399/osu/1177.

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This guidebook is designed to be used by anyone in higher education who is interested in learning more and potentially utilizing some alternative design features to make undergraduate research experiences (UREs) more inclusive. This includes undergraduate advisors, project Principal Investigators, education specialists, instructors, program coordinators and leadership. While this program centered on the geosciences and focused on student development as researchers in the natural/physical sciences, many of the “lessons-learned” have relevance across disciplines.
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Steinmann, Peter. Do changes in the pre-licensure education of health workers impact on the supply of health workers? SUPPORT, 2017. http://dx.doi.org/10.30846/170209.

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In many countries there is a shortage of health workers. The high financial and resource investments needed to train health workers make it important to find ways to increase the number of students entering initial health professional training (sometimes referred to as pre-licensure training) and reduce the number of pre-graduation drop-outs. Ways to achieve this include interventions to increase the capacity of health professional training institutions; reduce the loss of students (and increase the likelihood that students will graduate); or increase the recruitment of students from other countries into health professional training institutions. Minority academic advisory programmes that include academic, personal, financial and vocational advising, skills building, mentorships, supplementary training, and annual evaluations are an approach to achieving this amongst students from minority groups.
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