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 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 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 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 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:

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 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 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 A STUDY TO DETERMINE THE EXTENT TO WHICH A SCHOOL BASED MENTORING PROGRAM AFFECTS THE ACADEMIC ACHIEVEMENT AND SOCIAL BEHAVIORS OF AFRICAN AMERICAN MALES IN A SUBURBAN MIDDLE SCHOOL written by Etlen, III (James Samuel) and published by . This book was released on 2017 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract of the Study Schools are faced with the challenge of identifying creative ways to ensure the success of all students. The academic achievement gap that persists between African-American students and their counterparts along with the disparate impact of disciplinary practices are issues that educators continue to seek solutions to address. Helping all students achieve academically is difficult; however, when confronted with issues like poverty, broken families, and crime helping students succeed in school becomes even more challenging. Although some progress has been noted, it has been well-documented that African-Americans continue to underperform and lag behind their counterparts academically (McMillian, 2003). The purpose of this study is to examine the impact, if any, a school-based mentoring program had on the academic achievement and appropriate social behaviors of African-American male participants when used as an intervention. The participants in this study attended a suburban middle school, located just outside the city of Philadelphia, and attended this school from 2012 through 2015. The study examined grade point averages, standardized test results, and disciplinary data from two groups of students: the African-American male students who participated in the mentoring program and the remainder of the African-American male students that attended this school during the same period. Data from both the control and experimental groups were examined to determine if students who participated in the mentoring program at any point throughout middle school had an improvement in their grade-point averages, standardized test performance, or lower rates of disciplinary referrals than the group that did not participate in the mentoring program.

Download or read book Improving Student Achievement and Self efficacy of African American Male Middle School Students Through a School based Mentoring Program written by Jennifer Lashelle McGinnis Toney and published by . This book was released on 2016 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate how social learning theory and mentoring enhance the achievement of African-American male middle school students. The following research questions framed this study: In what ways might participation in the Constructivist Middle School mentoring program benefit underachieving African-American males? The following related questions guided the study: 1. How does the mentoring program affect the impact of academic, structural, and personal barriers on students' academic proficiency? 2. How does an action research process help key stakeholders make meaning of social learning theory, mentoring, and enhancing achievement among African-American males? The findings from this study indicate that the middle school students and mentors who participated in this action research felt the CMS Mentoring Program positively affected the academic, structural, and personal barriers of the students. Survey and interview methods were applied to help determine if the young men's participation in the program impacted their academic performance in middle school. Precisely, when answering the questions related to this particular area of the study, the participants overwhelmingly acknowledged the benefits of the mentoring experience on their middle school academics and behavior. Social learning theory was the theoretical framework that guided this study. This theory has evolved to suggest that if there is a close identification between the observer and the model and if the observer has a good deal of self-efficacy learning will most likely occur (Bandura, 1989). This study sought to answer how an action research process helps key stakeholders make meaning of social learning theory, mentoring, and enhancing achievement among African-American males. The official academic mentorship model that was developed included training mentors, identifying mentor requirements, and developing and implementing survey instruments to answer this question. The findings indicate critical to the success of a mentoring program is recognizing the importance of building positive relationships with group members through a show of commitment, clearly defined boundaries with consequences, and a willingness to listen to feedback from program participants (Bailey, 2005). The results of this study supported previous research and revealed that a mentoring program positively impacted the young men who participated in the program academically and behaviorally.

Download or read book Stand by Me written by Jean E RHODES and published by Harvard University Press. This book was released on 2009-06-30 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 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 School Based Mentoring Programs written by Amanda Bayer and published by . This book was released on 2013 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: Previous research suggests that school-based mentoring programs like those offered by Big Brothers Big Sisters of America (BBBSA) yield small but statistically significant improvements in the academic performance of mentored students and in their beliefs in their own scholastic efficacy. The present study uses data from a randomized control trial involving over 1,000 students from 71 schools across the country to investigate further the academic benefits of school-based mentoring, and to enrich the field's understanding of how schools can use volunteers to support students. We employ instrumental variables and other approaches to provide insight into why the BBBSA school-based mentoring program is effective, finding that the relationship between mentor and protǧ ̌appears to play a key role. The evidence suggests that developing a close relationship with a mentor led to better academic outcomes for students; in contrast, students who were mentored but did not experience a close relationship showed no improvement in academic outcomes relative to the control group. This pattern holds for mentoring relationships of various durations. In addition, there is no evidence that mentoring programs with an academic focus produced better academic outcomes than relationship-only programs. Findings do reveal, however, that programs structured with weekly meetings and with opportunities for pairs to interact outside of a large-group setting were more likely to generate close mentor-protǧ ̌relationships. Beyond reporting new empirical findings, this paper contributes a theoretical structure with which to assess the results of randomized evaluations of mentoring programs.

Download or read book Effects of School based Mentoring on Black Male Student Achievement and Peer to Peer Relationships written by Theodore Robinson and published by . This book was released on 2017 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: The impact of mentoring programs on African-American male students is a problem that needs continuous attention and ongoing efforts to address. The research was non-experimental and utilized a cross-sectional design to assess the effects of mentoring on African American males peer to peer relationships. The population used consisted of seventh and eighth grade African American male students who participated in a school based mentoring program. There was no statistical significance found in areas of age, parent's marital status or the socio-economic status of the participants, parents' income. Positive conclusions were determined and discussed as a part of the qualitative data.

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 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.