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| Author | : Noelle E. Converse |
| Publisher | : |
| Total Pages | : 142 |
| Release | : 2005 |
| Genre | : Mentoring in education |
| ISBN | : |
| Author | : David L. DuBois |
| Publisher | : SAGE Publications |
| Total Pages | : 601 |
| Release | : 2013-04-30 |
| Genre | : Education |
| ISBN | : 1483309819 |
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.
| Author | : Barry II Hall |
| Publisher | : |
| Total Pages | : 115 |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
Every student during high school deals with some sort of barrier that may prevent him or her from learning. Schools have done a great job with establishing processes and policies to address many of the internal barriers that students may face. Little has been done to address the external barriers that students who are considered to be at-risk face daily. Lack of positive role models and support is one main factor that students who are considered to be at-risk face as an external barrier that has been linked to academic failures. One proven way to reach students who are considered to be at-risk is through school-based mentoring programs. School-based mentoring programs are low-cost and have been found to be an effective way to provide positive role models for individualized support. The high school mentoring program includes an informational presentation that is designed to recruit teachers, staff members, and local community members as mentors, criteria to help determine which students to invite to participate, a mentoring guide to guide mentor-mentee relationships, as well as evaluation tool to determine the effectiveness of the mentor-mentee relationship and the effectiveness of the school based mentoring program.
| Author | : National Center for Education Evaluation and Regional Assistance (ED) |
| Publisher | : |
| Total Pages | : 4 |
| Release | : 2009 |
| Genre | : |
| ISBN | : |
The Office of Management and Budget requested that the Institute of Education Sciences (IES) oversee an independent impact evaluation of the federal Student Mentoring Program, and in 2005 IES contracted with Abt Associates and its team of subcontractors (Branch Associates, Moore and Associates, and the Center for Resource Management) to conduct the study. This three and a half year evaluation is designed to describe the grant-funded programs and to estimate their impact on a range of student outcomes. Findings reveal that school-based mentoring programs can provide at-risk students with guidance, academic assistance, and new experiences. But mentoring programs under the federal competitive Student Mentoring Program grants had no statistically significant impacts on student-level outcomes after one school year. [For the full report, "Impact Evaluation of the U.S. Department of Education's Student Mentoring Program. Final Report. NCEE 2009-4047," see ED504310.].
| Author | : Gary L. Reglin |
| Publisher | : Charles C. Thomas Publisher |
| Total Pages | : 116 |
| Release | : 1998 |
| Genre | : Education |
| ISBN | : |
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.
| Author | : Jean Baldwin Grossman |
| Publisher | : |
| Total Pages | : 10 |
| Release | : 1997 |
| Genre | : Children and adults |
| ISBN | : |
| Author | : Diane M. Gray |
| Publisher | : |
| Total Pages | : 166 |
| Release | : 2008 |
| Genre | : Mentoring in education |
| ISBN | : |
The purpose of this study was to evaluate a middle school mentoring program, Mentoring for Success, designed to reach at-risk students to help them improve academically and behaviorally. The program was developed to build protective factors that help students foster resiliency. Mentors and mentees were asked to respond to a questionnaire about the program. Responses were analyzed and emergent themes were reported. In general, the analysis showed that students benefited from participation in the program. Students who participated in the program reported improvements in attitudes towards school and better work habits. They also reported improved selfesteem and expressed positive feelings about participation in the program. Overall, they demonstrated increased resiliency. Data from this study adds to the literature about mentoring programs, with a specific focus on at-risk middle school students. While more research is needed to understand the full impact that mentoring programs have on at-risk students, these findings suggest that participation in Mentoring for Success positively impacts students' experiences.
| Author | : Gregory Alan Hobaugh Hobaugh |
| Publisher | : |
| Total Pages | : 187 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
Todays students are facing higher academic and social standards than ever before in the history of education in the United States of America. Under federal legislation, No Child Left Behind (NCLB) states are required to administer standardized tests to students in grades three through eight to measure Language Arts and Mathematics competency. These yearly assessments are to culminate with a high school proficiency examination which is a requirement for graduation. The increased standards and student accountability has transformed todays public school into something that would be unrecognizable to students who attended the same school ten, fifteen or twenty years ago. Schools need to find a way to meet and exceed these standards in order to use their limited resources to their fullest potential. I propose to use school-based mentoring to target at-risk students to ensure they are prepared for the increasingly changing and challenging world they will live in. Hererra (1999) asserts that todays families and students face a number of new challenges, which impact the home environment as well as the school environment. Students without a strong home and school support system are quickly overwhelmed and get lost in the system. Herrera (1999) found these stresses on families can result in children left without the support of caring adults. Not only are students being left unsupervised at home at earlier ages and for longer periods of time, but students also face less academic support at home with homework and projects. Mentoring has become one of the fastest growing interventions for schools to serve at-risk students. Districts are scrambling to find the best method to provide intervention services to the largest group of students possible, by offering in-house services; schools have more control over the nature and content of the mentoring program. School districts can target specific students for remediation using school-based mentoring; by using certified staff they can make a stronger academic and social connection with the student. This study will examine the effectiveness and efficiency of a school-based mentoring program for upper elementary school students.
| Author | : Rhonda Nell Glidewell Rowland |
| Publisher | : |
| Total Pages | : 286 |
| Release | : 1991 |
| Genre | : Elementary school dropouts |
| ISBN | : |
| Author | : José Jesús Gázquez |
| Publisher | : Frontiers Media SA |
| Total Pages | : 594 |
| Release | : 2018-10-18 |
| Genre | : |
| ISBN | : 2889455912 |
The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.
