Download or read book Teacher Mentoring as an Intervention with At risk High School Students written by Mae G. Coffman and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: As a result of recent social and political pressure and an increase in academic standards, there is a call to address academic and behavioral needs of at-risk students at the secondary level. Currently, many secondary schools are struggling to provide research-based interventions for these students. The purpose of this study was to examine the effects of a school-based mentoring program utilizing existing school staff and functioning within the constraints of a typical high school schedule, on at-risk students. The study aimed to add to the body of research on interventions in secondary settings and extend research on mentoring. Five at-risk high school students participated in the study which took place during the 2008-09 school year. All of the students received basic mentoring procedures, and three were identified for more advanced mentoring procedures half-way through the school year. Data was collected on academic and social outcomes and the viability of the intervention in the secondary setting. Overall, results of the study were mixed but indicated that the intervention was mildly effective for almost all students in at least one of the areas studied. Limitations of the study and implications for future research and practice are identified and discussed.
Download or read book Mentoring At risk Youth A Case Study of an Intervention for Academic Achievement With Middle School Aged Students written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Students without caring, positive role models often make poor decisions. School personnel are aware of the need to help these students be productive members of society; therefore, they examine strategies and reforms to reach them. A mentoring program is one such intervention that is gaining in popularity. This research study examined a mentoring program entitled the LISTEN (Linking Individual Students To Educational Needs) Mentoring Program that I developed in 2003. For the purposes of this research, the mentoring program was developed and implemented in one middle school in Northeast Tennessee. The goal of the LISTEN mentoring program was to identify at-risk students and provide them with positive adult role models, who were not necessarily their classroom teachers. The mentors worked with the students to assist in developing positive behaviors and better decision making skills. The implementation of LISTEN was assessed throughout this study. The second component of the investigation focused on program perceptions by teachers and students. The final component of this research centered on recommendations for improving the program and enhancing the programÂs components for further development. This experimental study analyzed archival data from 2004-2005 to determine the effects of the LISTEN mentoring program on identified at-risk students in grades 6 through 8 in a Northeast Tennessee middle school. Specifically, the study investigated the effects of a mentor program on students grade-point average, discipline referrals, and attendance records. Findings indicated that there were significant differences in students grade-point averages, school attendance, and discipline referrals from 1 school year to the next among students who participated in the LISTEN mentor program. Students grade-point averages increased significantly from 2003-2004 to 2004-2005 for 5 of the 6 six-week grading periods and for the entire year. Mean numbers of student discipline referrals and.
Download or read book Continued Momentum Teaching as Mentoring written by Matthew DeJong and published by Springer. This book was released on 2015-12-23 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: The position of teacher demonstrates a broader role within schools, the education system and the community. It is in our educators’ capacity, resources, knowledge and networks that they can provide for, and meet the needs of, students better than any other societal program or group. While mentoring practices are usually limited to “at-risk” students, research suggests a more robust understanding of the needs of students, as well as teachers as practitioners. With a discussion focused on the relevant literature, insight from both practicing teachers who mentor their students and students who were mentored by their teachers, Continued Momentum: Teaching as Mentoring explores the dimensions of how teachers mentor their students. Appropriate for pre-service and experienced teachers, administrators and school support workers; this pivotal text reveals how teachers can engage students in the modern educational reality. Matthew DeJong is an author, filmmaker, travel writer, and award-winning educator. His research interests include mentoring and, most recently, how schools can become the epicentres of community mentoring in cross-cultural environments.
Download or read book Teacher Perceptions on the Utilization of School Based Mentoring as a Targeted Intervention for Secondary Students Identified as At Risk written by Allison Bradley and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Active Mentor written by Ron Nash and published by Corwin Press. This book was released on 2010-01-06 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: This resource demonstrates how to build effective, active teacher mentoring programs—from helping new teachers implement active classroom principles to creating a schoolwide climate for mentoring.
Download or read book Teachers as Mentors written by Aram Ayalon and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Annotation The book describes two similar and successful models of youth mentoring used by two acclaimed urban high schools that have consistently achieved exceptional graduation rates. Providing a detailed description of their methods based upon extensive observation, and interviews with teachers, students, administrators, and parents this book makes a major contribution to the debate on how to reduce the achievement gap. Using similar teacher-as-youth mentor and youth advising models, these two inner city schools Fenway High School in Boston, Massachusetts; and the Kedma School in Jerusalem have broken the cycle of failure for the student populations they serve children from underrepresented groups living in poverty in troubled neighborhoods with few resources. Students in both schools have excelled academically, rarely dropout, and progress to college in significant numbers (Fenway has 90% graduation rate, with 95% of graduates going on to college. Kedma outperforms comparable urban schools by a factor of four). Both schools have won numerous awards, with Fenway High School gaining Pilot School status in Massachusetts, a recognition the state only awards to a few exemplary schools; and Kedma School being declared one of the 50 most influential educational endeavors in Israel. The success of both schools is directly attributable to their highly developed teacher-as-a-youth mentor programs that embody an ideology and mission that put students at the center of their programs and structures. The models are closely integrated with the curriculum, and support the social, emotional, cultural, and academic needs of students, as well as develop close mentor-student-parent relationships. The model furthermore includes extensive support for the mentors themselves. Apart from the potential of these models to narrow the achievement gap, these two schools have a record of creating a school climate that promotes safety, and reduces the incidence of bullying and violence. At the heart of both programs is creating community between departments and functions in the school; and between teachers, staff, students, and parents. Everyone in the school system should read this book. Research suggests that caring relationships between students and teachers significantly enhance Social Emotional Learning (SEL) -- defined as the process through which children develop their ability to integrate thinking, feeling, and behaving to achieve important life tasks -- which is recognized as an important factor in children's success in school. However, caring schools are usually the exception, especially at the secondary level where relationships between students and teachers seem to deteriorate significantly. This book provides a schoolwide model for establishing caring secondary schools and enhancing SEL using a teacher-as-a youth mentor model.
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 Mentoring Students at Risk written by Gary L. Reglin and published by Charles C. Thomas Publisher. This book was released on 1998 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research clearly shows that mentoring is a powerful alternative education (dropout prevention) strategy for students at risk, and this text meets a demand from teachers and case workers in the juvenile justice systems for a comprehensive guide to establish mentoring programs. The book is teacher-friendly, easy to read, positive, and full of suggestions. The mentor application, interest inventories, and evaluation forms make it useful as a resource book. Strategies on writing mission statements, goals, and objectives contribute to confidence in developing successful proposals to fund mentoring programs. The recruitment strategies, screening strategies, process and outcome evaluation questions, and the 20-Step Replicable Model help those who wish to enhance the effectiveness of existing mentoring programs. Chapter One discusses the need to restructure classrooms, programs, and schools to better serve students and also delineates important facts about alternative education. Chapter Two introduces two funded alternative education programs: the Truancy Court Conference Program (TCCP) and the Mentoring and Tutoring Help (MATH) program. Chapter Three discusses more important components of the MATH program and presents tips for recruiting, screening, and orienting mentors. Chapter Four deals with what teachers can emphasize to mentors, and the final chapter presents successful tips for teachers to build a mentoring program. This text is designed to meet the needs of K-12 teachers, K-12 school administrators, case managers in the juvenile justice system, and members of nonprofit organizations who work with students at risk.
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 Across the Domains written by Andrea M. Kent and published by IAP. This book was released on 2018-01-01 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the Domains presents research that points to what “really matters” in what is such a complex field of practice. Across the Domains consists of twelve chapters. Both formal and informal mentoring programs are examined, from the perspective of both the mentor and mentee. There are traditional mentor-mentee relationships, e-mentoring, face-to-face mentoring, and blended mentoring studies. Included are mentors from higher education, school-based administrators, teacher leaders, and classroom teachers. Represented is both a national and international perspective. Questions for chapter reflection are included. This book is written for university faculty teaching and interested in furthering the research, development, and dissemination of mentoring programs in Teacher Education, Educational Leadership and Higher Education Programs. In addition, this book would be beneficial for leaders of mentoring initiatives at a State Department of Education; P-12 Central Office Staff Program, Professional Developers, and School-based leaders; and researchers and practitioners who are members of organizations focused on mentoring.
Download or read book The Effects of Teacher Mentoring at the High School Level written by Patricia Edwards Ellsworth and published by Createspace Independent Publishing Platform. This book was released on 2018-09-11 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to ascertain the effects that teacher mentoring had on high school students' behavior within a midwestern high school setting. During parent-teacher conferences, on average, 12% of parents attended. Approximately 2% of parents attended the monthly School Advisory Committee meeting and extracurricular activities. Students of this dissertation setting exhibited negative behaviors, which interfered with learning. In addition, 20% of the student population was referred to the administrative team for minor infractions occurring within classrooms. Adults and parents tended not to be involved in disciplinary efforts, and, therefore, students lacked reinforcement that may have enhanced their behavioral standing.
Download or read book The Impact of Mentoring on the Academic Mindset of At risk High School Students in Texas written by Brittany Nichole Venegas and published by . This book was released on 2022 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students who drop out of high school can cause a social problem for many high schools. They can become a social problem in that dropping out can lead to difficult life changes. Moreover, a student’s academic mindset is stated to be a major factor of dropout. As a result, in an attempt to prevent dropout a key component is to better the academic mindset. To improve the academic mindset there are many studies on mentoring to be a promising intervention. However, there is a lack of empirical study on its impact on the academic mindset. The purpose of this study is to explore how mentoring is related to the academic mindset among the study population of at-risk students at a Texas high school. A nonequivalent comparison group design was used, using a pre and posttest to compare the change between two groups of students at a high school in Texas. Data was reviewed for a total of 21 students who were enrolled in a dropout prevention program. Although mentoring had a significant effect, it did not necessarily buffer the results for the academic mindset. Surprisingly, there was a positive relationship in 2 out of 5 domains including the overall scores. The results show the effect of the mentor services on the outcomes was negative although statistically significant. These findings imply that the research is not conclusive. It is recommended that additional studies be completed to continue examining the impact that mentoring has on the academic mindset of at-risk youth. Further investigation is needed to validate these findings.
Download or read book An Administrator s Guide to Better Teacher Mentoring written by William L. Fibkins and published by R&L Education. This book was released on 2011-01-16 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book address a major gap in the current mentoring programs at the secondary level. Staff development resources are often concentrated on helping new teachers be successful in their early school experience. Yes, a good idea, but a limited vision. Meanwhile many veteran teachers go without the mentoring assistance they need to be effective classroom teachers. While a few become mentors themselves, many veteran teachers just settle, slowly giving up, and become at risk of failure, burnout, and thinking only of retirement. This book is a call to school superintendents, building administrators, department chairs, school board members, union leaders, parent leaders, and teacher educators to address the need to provide ongoing mentoring for all teachers.
Download or read book Mentoring written by Jennifer Anne James and published by . This book was released on 2008 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring is an intervention growing in popularity with a weak research foundation. This study combines mentoring and social skill training within a positive behavior support framework. Targeting a fourth-grade, Latino student at risk for emotional and behavioral disorders, this single-subject study looks at his ability to master a specific social skill. The mentor served to reinforce social skill learning through practicing, role-playing, and goal setting. The student was chosen using the Systematic Screening for Behavior Disorders and the social skill was created using the School Social Behavior Scales that identified social skill strengths and weaknesses. Student demonstration of the social skill was monitored two to three times each week. The student made progress toward mastery, but did not fully master the social skill. Additionally, pre- and post-School Social Behavior Scales showed increased social skill competency and decreased anti-social behaviors during the five-month mentoring intervention. Results indicated that short-term mentoring positively influenced the student's general level of social competency but was not sufficient for the mastery of the selected social skill.
Download or read book Teacher Leadership That Strengthens Professional Practice written by Charlotte Danielson and published by ASCD. This book was released on 2006-02-15 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every school relies on teachers who informally and voluntarily lead various efforts in the school. These teachers may not be appointed leaders or paid leaders, but they are committed leaders: they see a need and they respond to it. What do these teacher leaders do that is different from the work of excellent teachers who are not teacher leaders? If we can articulate those skills, says Charlotte Danielson, then we can take steps to enable more teachers to develop those skills and be better equipped to tackle special projects. Teacher Leadership That Strengthens Professional Practice is designed to be a resource not only for prospective teacher leaders but also for administrators who want to better support the development of outstanding teacher leaders. Teachers seeking to expand their leadership capacity will learn how to * recognize an opportunity and take initiative, * mobilize colleagues around a common purpose, * marshal resources and take action, * monitor and adjust the initiative, * sustain the commitments of others, and * contribute to the learning organization. Administrators will find advice on how to cultivate, promote, honor, and empower teacher leaders--and how to work with them to successfully present innovations to the school community. In short, this book gives individuals and schools a practical framework for tapping teachers' leadership potential and marshaling their efforts to better educate students and create a stronger learning community. As Danielson convincingly shows, genuine teacher leadership is a powerful force for constructive change.
Download or read book Teaching as Mentoring written by Matthew DeJong and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Mentoring At risk Youth on the Socialization Process of Pre service Teachers written by Theresa Allgaier and published by . This book was released on 2018 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: While much is known about how traditional field based practical experiences in teacher preparation programs impact the socialization of pre-service teachers, less is known about how practical experiences within after-school programs and other contexts influence pre-service teacher socialization. Relatedly, many scholars have sought to understand at-risk youth and have investigated teachers' experiences with these students within the context of schools and the gym. The purpose of this study was to understand how mentoring at-risk youth in an after-school program impacted the socialization of six pre-service teachers. Occupational Socialization Theory provided the theoretical framework for this study. Six PETE majors, in their first year of the PETE program participated in the study which occurred concurrently with their involvement in the after-school program. Data sources included four semi-structured interviews with each participant and four critical incident accounts. Findings indicated that the PSTs described three important outcomes resulting from working as mentors to at-risk youth in the after-school program. First, PSTs discussed the significance of having additional practical experience teaching and how this furthered their teacher development. PSTs also described an impassioned appreciation for knowing students. Finally, as a result of mentoring at-risk children, PSTs felt an overwhelming personal responsibility to demonstrate healthy social and emotional behaviors. This provides further insights into the degree to which pre-service teachers are active agents in constructing their own conceptions of teaching through the dialectical nature of socialization. The experiences and knowledge gained by the pre-service teachers in this study served to construct a view of teaching that includes a strong emphasis on knowledge of students and focus on affective skill development. Consistent with previous literature, the importance of practical experiences to pre-service teachers like the one in this study may facilitate pre-service teachers in moving toward a focus on students earlier in teacher training programs.
