A review of the literature on the role of academic guidance in education and social support is in order, given that the literature is far from clear on the relevance of this advice in the context of women and the family.
We need to know if this advice is effective in providing the necessary support to vulnerable women and girls.
The literature on academic guidance focuses mainly on women’s and children’s academic guidance, and the effects of this guidance on children and families.
It is difficult to ascertain whether the advice in this literature has any effect on children.
A study on the impact of the ‘advice on women’ on young women published in 2008 found that ‘women’s and young women’s academic life guidance was effective, but women were less likely to receive support than men and children, and there was a difference in outcomes between the groups’.1 In other words, there is little evidence to suggest that ‘advisory’ advice to women is any better than advice to men and boys.
A more recent study conducted by researchers from the University of Washington found that women who received ‘advised’ advice on education were less satisfied with their education, and more likely to drop out.
The authors concluded that women were better off receiving advice that was ‘adventurous’, rather than ‘advocacy-oriented’.2 The authors of this new study, however, did not find evidence of any benefit of ‘admission to an academic program’.
Rather, they found that the authors found that students with more ‘adviser’ knowledge, more ‘learning opportunities’, and a greater ability to follow directions were more likely than those who received less ‘advisor’ knowledge to be successful in their educational careers.
This is consistent with the research of James C. Pankratz and colleagues who found that those who were more adept at following directions were better prepared to learn and to succeed in their careers.3 The lack of evidence for a benefit of the advice on women suggests that there is not much to recommend this advice.
It seems to be more likely that the advice has an effect on women and their families.
If this is the case, it would suggest that the ‘experts’ who provide advice about how to achieve academic success in education should look more closely at the types of advice that are effective in helping women and families achieve academic achievement.
The study by Cogley and colleagues was published in the Journal of Educational Psychology, which is one of the most widely used peer-reviewed journals in education.4 The authors conducted a meta-analysis of over 1,000 studies on academic life advice, which included the studies mentioned above.
They found that studies that included the ‘adsvice on education’ advice were more effective than those that did not, although the difference was not statistically significant.
However, they also found that some studies that did include the advice were better at showing how the advice helped women achieve academic goals than others.
They conclude that the findings from this meta-analyses indicate that ‘education experts and other academic professionals who provide guidance for women in their academic career should consider carefully how to provide women with the support and advice they need to achieve their academic goals.’5 There is also evidence that ‘Advisory’ guidance may help women and men in the workplace.
A survey conducted by the National Institute for Health and Care Excellence in 2014 found that, compared to women who did not receive any advice on their academic achievement, women who were told that their children would be educated at home were more confident about their academic and career futures.6 This could be due to the fact that, when compared to the average adult, children of parents who received this advice were not as anxious and more confident in their ability to learn.
It could also be due in part to the way that the school guidance may have changed in the past decade.
A similar study conducted in 2008 was conducted in Australia, and found that children of teachers who received guidance from their teachers about their children’s educational achievement had significantly lower levels of anxiety.7 The research was conducted using a longitudinal study design, in which children are studied over a period of time, with their parents taking part in the study.
The researchers then follow up on these children over a further period, when their parents are no longer living.
In this study, parents who were involved in the studies are not told what the findings were.
Therefore, it is difficult for the researchers to know what the research was trying to find.
However if the parents are asked to answer the same question they would be more confident that the children are achieving academic goals.
The research also found no significant differences in the achievement of children of those who got the advice, and those who did receive the advice.8 In contrast, research from the National Centre for Educational Research found that parents of children who received a ‘carers guidance’ booklet in 2011 had lower levels, but the differences were not statistically statistically significant, and were not related to