Download or read book Impact of School based Mentoring Programs on Student Engagement written by Jonathan G Ingraham and published by . This book was released on 2019 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: At-risk students can fall behind their peers in school and social situations. In addition, without intervention, at-risk students may not transition into adulthood successfully. The purpose of this research is to explore how school-based mentoring programs can impact student engagement. During the 2017-2018 school year, seventeen at-risk students were chosen to participate in pilot mentoring program. Results indicate that participating in a school-based mentoring program has a positive impact on student engagement. Mentoring programs have a low impact on families and can incorporate social and emotional skills. Mentoring programs can also provide students with access to the forty developmental assets. Social and emotional learning and the forty developmental assets are key intervention strategies that can be utilized in the top tier of the multi tiered system of support. The top of this three-tiered pyramid, provides at-risk students individualized support. Students with a higher rate of student engagement will have an increased motivation to progress in their education and participate in school activities. Increased student engagement is positively correlated to an increase in student optimism towards learning, amount of interest towards school and an increase in passion.

Download or read book Handbook of Youth Mentoring written by David L. DuBois and published by SAGE Publications. This book was released on 2013-04-30 with total page 601 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thoroughly updated Second Edition of the Handbook of Youth Mentoring presents the only comprehensive synthesis of current theory, research, and practice in the field of youth mentoring. Editors David L. DuBois and Michael J. Karcher gather leading experts in the field to offer critical and informative analyses of the full spectrum of topics that are essential to advancing our understanding of the principles for effective mentoring of young people. This volume includes twenty new chapter topics and eighteen completely revised chapters based on the latest research on these topics. Each chapter has been reviewed by leading practitioners, making this handbook the strongest bridge between research and practice available in the field of youth mentoring.

Download or read book The Impact of School based Mentoring on Student Achievement and School Engagement in Elementary Aged At risk Students written by Steven Gutierrez and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to examine the following questions: (1) What is the impact of school-based mentoring on students' academic achievement and school engagement? (2) Is there a difference in academic achievements and school engagement between at-risk students that participate in school-based mentoring for one year in comparison to at-risk students that participate in school-based mentoring for at least two years? In order to answer the research questions above, eighty students (80) were selected to participate in this study. Forty (40) students were grouped together because of their participation in school- based mentoring. The other forty (40) students formed a match paired control group that mirrored the student demographic data of the group receiving mentorship. Archival data using descriptive statistics was used to determine if there were significant differences between student groups with and without school- based mentoring in the areas of student achievement (TAKS Scaled scores in Reading and Math) and school engagement (daily attendance rate). Based on the descriptive statistics used in this study, the following conclusions were observed: (1) Mentored students had a higher student achievement in terms of mean scale score than their control group matches; (2) Mentored students demonstrated greater year-to-year growth in reading and math in comparison to the control group; (3) Although outperformed in mean scale score in reading, mentored students showed tremendous growth in reading-more than doubling the growth score factor for control group students; (4) Mentored students made greater year-to-year improvements attendance rate than their control group matches; lastly, and perhaps most importantly, (5) At-risk mentored students had higher student achievement than non-risk identified control group students; thus, eliminating the achievement between at-risk students and their non-risk identified peers.

Download or read book The Impact of School Based Mentoring Programs on Student Achievement written by Lakeacha M. Jett and published by CreateSpace. This book was released on 2013-07-20 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools are under pressure to improve student academic performance. Thus by implementing mentoring programs, volunteer mentors can provide much needed support to help alleviate student's behavior and academic problems. The proposed research explored perceptions of stakeholders (teachers, program managers and mentors) on the effective practices of a school-based mentoring program and determined the impact the program had on student academic achievement among elementary school student participants.

Download or read book Mentor Programs and the Impact on School Connectedness written by Jodi L. Weatherman and published by . This book was released on 2013 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was designed to examine the impact school-based mentor programs have on school connectedness when compared to a control group with no mentoring. Further, the study was designed to determine the differential impact between peer mentoring and adult mentoring. The research study was also designed to provide data to inform the implementation of mentor programs when comparing higher- and lower-performing students. -- School connectedness is the belief by students that adults and peers in the school care about their learning as well as about them as individuals. The researcher developed a mentor program for peer mentoring and adult mentoring with relationship building activities over the course of the mentee's freshman year. The measure of student connectedness was determined with the pre and post responses from the NC Student Learning Conditions Survey. Five constructs from the NCSLCS determined the measure of school connectedness: Academic Engagement, Social Engagement, 21st Century Skills, Caring and Safe Environment, and Classroom Environment. -- An analysis of the data revealed that there was no statistical significance observed at the conclusion of the mentor program when comparing the pre- and post-mean differences. However, there were trends that demonstrated the importance of teacher relationships with students. The data implies that teachers can have a positive impact on social engagement and 21st century skills for students, especially lower-performing students. The data also implies that peers positively impact higher-performing students.

Download or read book The Science of Effective Mentorship in STEMM written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2020-01-24 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.

Download or read book Impact of School based Mentoring written by Joel Beyenhof and published by . This book was released on 2015 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to analyze and compare the impact of involvement of students in TeamMates mentoring program compared to a matched sampling of students not in the school-based mentoring program. This study analyzed and examined the impact of involvement in the TeamMates mentoring program through the results of the Iowa Assessment for each student by review of their growth or change in assessment scores based on standard score results for the areas of reading comprehension, math total, and science. Comparisons were also made for the selected students in the mentoring program and the matched sampling group for unexcused absences and office referrals. This analysis was completed using a pretest and posttest methodology to examine the impact of school-based mentoring program on student achievement. The study used a quasi-experimental model using matched sampling technique for students with a mentor and students without a mentor. Data points used in the study included the standard scores from the student's Iowa Assessment in the areas of math, reading, and science. In addition, data points of office referrals and student attendance were also used. Analysis of the data was completed using a repeated measure two-way repeated measure Anova and Chi-Square tests utilizing an Excel program and SPSS software. While this study did not find any statistical significance between involvement in the school-based mentoring program, with respect to the student's data from the Iowa Assessments in the areas of reading, mathematics, and science or their attendance or office referral data, there is support, found in the review of literature, for the usage of a school-based mentoring program. While the effect size of this research is rather small, there is also research and support for the qualitative indicators supporting the benefits of school-based mentoring. In addition, the small sample size used in this study may also have been a factor in the quantitative findings of this study.

Download or read book School based Mentoring written by Carla Herrera and published by . This book was released on 2004 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Impact of an After school Mentoring Program written by Bedengére Burrow and published by . This book was released on 2020 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the research was to determine the effect a mentoring program had on the behavior, student engagement, and self-esteem of female students. Surveys and interviews with open ended questions from a middle Tennessee school district were collected for this mixed-methods research design. A thematic content analysis was used to compile the opened-ended question interview responses. The participants consisted of middle school grade adolescent females from two different programs and mentors from each program: 35 girls and 5 mentors. The findings showed there was a change in behavior, student-engagement, and self-esteem. Findings showed a need to conduct study on a broader level.

Download or read book Mentoring Student Engagement written by Drane Andrew Parker and published by . This book was released on 2018 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to determine whether a peer mentoring program at a Midwestern faith-based institution had an impact on student engagement. The dependent variables for this study included four sub-level engagement indicators from the National Survey for Student Engagement (NSSE): collaborative learning, discussions with diverse others, quality of interactions, and supportive environment. The independent variable was participation in the peer mentoring program and the control variables were socioeconomic status (based on receipt of Pell Grant), gender, SAT score, distance from home, and in-state/out-of-state residency. The sample consisted of 296 freshmen students from the 2012–2013 academic year at Mack College who completed the NSSE during the spring of 2013. The entire freshmen class at the college, totaling 741, was invited to complete the NSSE and 296 completed it. Of the number of students who completed the instrument, 76 were enrolled in the residentially-based, peer mentoring program and 220 were not. Ordinary least squares (OLS) regression was utilized for the analysis and preliminary results indicated that participation in the peer mentoring program was not a significant predictor of student engagement levels as represented by NSSE scores. However, some of the other control variables were positively and significantly related to some of the NSSE measures. Furthermore, additional analyses found participation in the peer mentoring program to be significantly related to supportive environment for the students scoring in the lower half for that engagement measure. It was concluded that, while the findings provide reaffirming support of some previous research, other research was challenged, particularly by the minimal amount of significant relationships found in the data analysis. The findings of the study indicate the value as well as direction of further research to promote a better understanding of the dynamics and impacts of peer mentoring programs on student engagement.

Download or read book Mentoring written by Jean Baldwin Grossman and published by . This book was released on 1997 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mentoring Programs written by Thomas Alvarez and published by . This book was released on 2012 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, Check and Connect a school based mentoring program utilized to help high school students increase their ability to complete their schooling. Thirty-six student's data was collected in the areas of attendance, credit accrual and grade point average prior to their participation in the Check and Connect program. This data was then compared to the data in the same areas following their participation in the mentoring program. A non-experimental two group comparison was used to examine the data. A t-test was used to analyze the data, to determine significance a .10 alpha level was used. This study's results show that students involved in the Check and Connect program made significant gains in the areas of attendance, credit accrual and grade point average. These results allowed the high school to determine that the school based mentoring program was effective in promoting school completion for the students who participated in the program.

Download or read book Handbook of Student Engagement Interventions written by Jennifer A. Fredricks and published by Academic Press. This book was released on 2019-05-04 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt: Handbook of Student Engagement Interventions: Working with Disengaged Students provides an understanding of the factors that contribute to student disengagement, methods for identifying students at risk, and intervention strategies to increase student engagement. With a focus on translating research into best practice, the book pulls together the current research on engagement in schools and empowers readers to craft and implement interventions. Users will find reviews on evidence-based academic, behavioral, social, mental health, and community-based interventions that will help increase all types of engagement. The book looks at ways of reducing suspensions through alternative disciplinary practices, the role resiliency can play in student engagement, strategies for community and school collaborations in addressing barriers to engagement, and what can be learned from students who struggled in school, but succeeded later in life. It is a hands-on resource for educators, school psychologists, researchers, and students looking to gain insight into the research on this topic and the strategies that can be deployed to promote student engagement. Presents practical strategies for engagement intervention and assessment Covers early warning signs of disengagement and how to use these signs to promote engagement Reviews contextual factors (families, peers, teachers) related to engagement Focuses on increasing engagement and school completion for all students Emphasizes multidimensional approaches to disengagement

Download or read book Student Perceptions of a School based Mentoring Program and the Implications for Practice written by Sharon Yvonne Alexander and published by . This book was released on 2015 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: A suburban high school in Northern Illinois conducted a mentoring program for freshmen students entering the school to assist with transitioning to the new setting. The program, entitled "Link Crew," matched junior- and senior-aged trained peers to groups of freshmen students to share information about the traditions, expectations, and methods to find success in the high school atmosphere. The purpose of this study was to investigate how students who have been involved in a mentoring program talk about and discuss their experience. By understanding student perspective, practicing administrators can become cognizant of students' needs and better prepared to address learning during transition. Eleven participants were interviewed individually to examine which program qualities impacted their student learning, self-efficacy, and ability to be successful in the high school setting. Students who participated in the mentoring program Link Crew as freshmen were audiotaped and interviewed initially during 10th grade to examine the specific themes shared and to identify characteristics and attributes of the mentoring program. Educators and administrators continue to search for interventions for all students in the school setting and methods to assist students through transition. Mentoring has been previously used in school settings for students transitioning from junior high/middle school to the high school setting. This study attempted to identify the perceived impact of mentoring for the students. Through transcribed interviews, specific attributes for effective selection of mentors, program qualities needs, and the potential impact on learning were shared by mentees. This information was coded to identify specific embedded themes and subthemes to assist other administrators and educators in identifying transitional needs and considering the potential of using mentoring as an intervention. Through coding of interview responses, students perceived mentoring as effective when students were open to being mentored through transition, were able to build a trusting relationship between the mentor and mentee, and had time to share interests and more about themselves.

Download or read book An Analysis of School based Mentoring and Its Impact on the Academic Achievement Gap Between African American and White Middle School Students written by and published by . This book was released on 2015 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: The academic achievement gap is one of the most pervasive issues facing U.S. educators today. This problem has plagued American society since the abolition of slavery. This study investigated the effectiveness of school-based mentoring (SBM) in reducing the academic achievement gap between African American and White middle school students. The study also attempted to determine the most effective aspects of the SBM program for reducing the achievement gap. The Institute of Education Sciences (IES) collected data in 2009 for its evaluation of federally funded SBM programs. I quantitatively analyzed data from this source to establish a causal relationship between SBM and change in racial differences in grade-point average (GPA) in language arts and mathematics, before and after exposure to SBM. Additionally, this study sought to ascertain the influence that SBM program features: duration, frequency, relationship quality, and race of mentor have on the achievement gap. The results of this study showed that participation in SBM improved the academic performance of all students and had a stronger effect on the GPA of African American students. The study demonstrated that African American students were much more responsive to SBM program features that were White students. SBM sessions with a duration of 60 minutes at a frequency of 4 times per month, correlated with considerable gains in African American students' GPA. The results demonstrated a sizeable increase in African American students' GPA as a result of same-race mentoring. The contributions of these findings to the body of knowledge on SBM are discussed. Implications for school counselors and educators seeking for interventions targeted to reducing the achievement gap are provided.

Download or read book Effects of a School based Adult Mentoring Intervention on Low Urban High School Freshmen Judged to be at Risk for Drop out written by Lolalyn Oletta Clarke and published by . This book was released on 2009 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: Numerous longitudinal studies have followed large cohorts of children from disadvantaged backgrounds and found retrospectively that one difference between children who succeed and those who do not is the presence of a supportive, non-parental adult in their lives. Accordingly, burgeoning research is investigating if positive outcomes can be generated by intentionally placing a non-parental adult in a child's life through a mentoring program. One objective of these mentoring programs is maintaining students' engagement in school. This study was designed as a replication and extension of a one-year efficacy study by Holt et al. (2008), which evaluated a manualized, school-based, adult mentoring intervention for youths deemed to be at risk for school drop out. The current study lasted 18 months and included a new cohort of 38 similar low-income ninth graders from Holt et al.'s mid-Atlantic, urban high school. The students were randomly assigned to the mentoring group (n=19) or a control group (n=19). The mentors were trained, volunteer teachers, who received ongoing weekly consultation from the program developer. The students completed surveys at 3 different intervals, and 4 semesters of grades and discipline referrals were obtained from school records. As expected from Holt et al., in comparison to the control group, the youth who were assigned mentors reported significantly more positive perceptions of teacher support and received fewer discipline referrals. By the end of this studyś extended follow-up period, mentored students also reported significantly greater sense of classmate acceptance and had higher grades in mathematics and language arts than the control group. These findings suggest that providing an adult mentoring program for at least 18 months can increase academic success and potentially retain students in school by affecting factors that lead to drop out.

Download or read book The Impact of a School based Mentoring Program on At risk Student Achievement and School Connectedness written by Richard Paul Taylor (Jr.) and published by . This book was released on 2016 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: