Insoon H. Olson


Sileo, Nancy M.

Committee Member

Middleton, Valerie

Committee Member

Smith, Mark A.

Committee Member

McConnell, Christine


College of Education and Behavioral Sciences; Department of Teacher Education, Program of Educational Studies


University of Northern Colorado

Type of Resources


Place of Publication

Greeley (Colo.)


University of Northern Colorado

Date Created



187 pages

Digital Origin

Born digital


This was a descriptive case study at a high-needs, comprehensive public high school in Northern Colorado, focused on teachers’ beliefs regarding building relationships with students in the context of a structured high school advisory. Participants were members of the ninth-grade advisory team, including the Coordinator, counselor, Zero Drop-out Student Interventionist, and fourteen content teachers. Each teacher had approximately twenty freshmen students, some of whom were also in their ninth-grade content courses. The author created and anonymously distributed an open-ended pre-questionnaire to the participants, whose responses were blind copied to an anonymous Google survey, collecting all responses within a Google spreadsheet viewed only by the researcher. Pre-questionnaire responses were used to finalize a semi-structured interview, which was subsequently conducted by a guest researcher with three smaller teacher focus groups, as well as with the three administrative staff members on the ninth-grade advisory team. Interviews were videotaped and later transcribed verbatim by an independent editor, together with description of nonverbal communication behaviors. Pre-questionnaires and interview notes were transcribed, de-identified and coded by an objective, paid analyst. The study was conducted from February through May, 2019. Results suggested that high school advisory can provide an avenue to foster positive and productive relationships between staff and students, and also provided potential methods for school leaders to reflect upon as they move forward, while basing decisions upon student performance and needs.

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Copyright is held by the author.