Download or read book The Effects of a Mentoring Intervention on at Risk Students School Engagement Levels written by Jessica C. Aycock and published by . This book was released on 2011 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 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 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 Handbook of Research on Student Engagement written by Sandra L. Christenson and published by Springer Science & Business Media. This book was released on 2012-02-23 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
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 Adolescents at Risk written by Nancy Boyd-Franklin and published by Guilford Publications. This book was released on 2018-12-03 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rich with illustrative case material, this book guides mental health professionals to break the cycle of at-risk behavior by engaging adolescents and their families in home, school, and community contexts. The authors explore the multigenerational patterns that shape the lives of poor and ethnic minority adolescents and present innovative strategies for intervening beyond the walls of the agency or clinic. Grounded in research, the book shows how to implement both home-based family therapy and school-based achievement mentoring to provide a comprehensive web of support. Building on the earlier Reaching Out in Family Therapy, this book reflects the ongoing development of the authors' multisystems approach and many other important changes in the field; the majority of the content is completely new. It is an indispensable resource for beginning and experienced professionals or text for courses on adolescent intervention or adolescent mental health.
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 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 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 Student Engagement written by Amy L. Reschly and published by Springer Nature. This book was released on 2020-03-12 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides cutting-edge, evidence-based strategies and interventions that target students’ engagement at school and with learning. Coverage begins with the background and 29-year history of the Check & Connect Model and describes the model and assessment of student engagement that served as the backdrop for conceptualizing the engagement interventions described in the book. Subsequent chapters are organized around the subtypes of student engagement – academic, behavioral, affective, cognitive – that were developed based on work with the Check & Connect Model. Principles and formal interventions are presented at both the universal and more intensive levels, consistent with the Response-to-Intervention/Multi-Tiered System of Support (MTSS) framework. The book concludes with a summary on the lessons learned from Check & Connect and the importance of a system that is oriented toward enhancing engagement and school completion for all students. Interventions featured in this book include: Peer-Assisted Learning Strategies (PALS). The Homework, Organization, and Planning Skills (HOPS) Intervention. The Good Behavior Game in the classroom. Check-in, Check-out (CICO). Banking Time, a dyadic intervention to improve teacher-student relationships The Self-Regulation Empowerment Program (SREP). Student Engagement is a must-have resource for researchers, professionals, and graduate students in child and school psychology, educational policy and politics, and family studies.
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 Stand by Me written by Jean E. Rhodes and published by Harvard University Press. This book was released on 2004-10-25 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: A child at loose ends needs help, and someone steps in--a Big Brother, a Big Sister, a mentor from the growing ranks of volunteers offering their time and guidance to more than two million American adolescents. Does it help? How effective are mentoring programs, and how do they work? Are there pitfalls, and if so, what are they? Such questions, ever more pressing as youth mentoring initiatives expand their reach at a breakneck pace, have occupied Jean Rhodes for more than a decade. In this provocative, thoroughly researched, and lucidly written book, Rhodes offers readers the benefit of the latest findings in this burgeoning field, including those from her own extensive, groundbreaking studies. Outlining a model of youth mentoring that will prove invaluable to the many administrators, caseworkers, volunteers, and researchers who seek reliable information and practical guidance, Stand by Me describes the extraordinary potential that exists in such relationships, and discloses the ways in which nonparent adults are uniquely positioned to encourage adolescent development. Yet the book also exposes a rarely acknowledged risk: unsuccessful mentoring relationships--always a danger when, in a rush to form matches, mentors are dispatched with more enthusiasm than understanding and preparation--can actually harm at-risk youth. Vulnerable children, Rhodes demonstrates, are better left alone than paired with mentors who cannot hold up their end of the relationships. Drawing on work in the fields of psychology and personal relations, Rhodes provides concrete suggestions for improving mentoring programs and creating effective, enduring mentoring relationships with youth.
Download or read book Impact Evaluation of the U S Department of Education s Student Mentoring Program Final Report NCEE 2009 4047 written by Lawrence Bernstein and published by . This book was released on 2009 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report summarizes the findings from a national evaluation of mentoring programs funded under the U.S. Department of Education's Student Mentoring Program. The impact evaluation used an experimental design in which students were randomly assigned to a treatment or control group. Thirty-two purposively selected School Mentoring Programs and 2,573 students took part in the evaluation, which estimated the impact of the programs over one school year on a range of student outcomes. The evaluation also describes the characteristics of the program and the mentors, and provides information about program delivery. The Student Mentoring Program is designed to fund grantees to enable them to provide mentoring to at-risk students in grades 4-8. The ultimate goal of the program is to improve student academic and behavioral outcomes through the guidance and encouragement of a volunteer mentor. Seventeen total impacts in the domains of academic achievement/engagement, interpersonal relationships/personal responsibility, and high-risk/delinquent behavior were measured. The main finding of the Impact Study was that there were no statistically significant impacts of the Student Mentoring Program for the sample as a whole on this array of student outcomes. However, there was some scattered evidence that impacts were heterogeneous across types of students. In particular, impacts on girls were statistically significantly different from impacts on boys for two self-reported scales: Scholastic Efficacy and School Bonding, and Pro-social Behaviors. For boys, the impact on Prosocial Behaviors was negative and statistically significant. For girls, the impact on Scholastic Efficacy and School Bonding was positive and statistically significant. The impact on truancy was negative and statistically significant for students below age 12. There were negative associations between program supervision of mentors and site-level impacts on three of the seventeen individual outcome measures: Pro-social Behaviors, grades in math and social studies, and a positive relationship with the outcome of school-reported delinquency. The report also presented results demonstrating that the Student Mentoring Program represented a fairly low level of intensity in terms of service: although grantees, on average, adhered to the general intents of the legislation and program guidance, they were simultaneously constrained by the limits of the school calendar and the population from which to draw mentors. Thirty-five percent of the control group students reported receiving mentoring either from the program or elsewhere in the community; this finding, coupled with the fact that not all treatment group students met with a mentor, reduced the treatment contrast and may have led to some dilution of the impacts on students compared to expectations. Seven appendices are included; (1) Sampling Design and Methodology; (2) Survey Instruments; (3) Construction of Student Outcome Measures; (4) Impact Analysis Results on Original Student Survey Scales and Measures; (5) Sensitivity Tests; (6) Standard Errors and Confidence Intervals of Main Effects; and (7) Site-Level Predictors and Impacts. (Contains 109 footnotes and 122 exhibits.) ["Impact Evaluation of the U.S. Department of Education's Student Mentoring Program. Final Report" was written with the assistance of Christine Dyous, Michelle Klausner, Nancy McGarry, Rachel Luck and William Rhodes.].
