Mentoring : its effects on at-risk elementary students, mentors and teachers of mentored students /
The purpose of this study was to investigate the effectiveness of a mentoring program in improving academic grades and self-concept in mentored at-risk elementary school students, changes in teacher attitudes toward community involvement in schools and mentor attitudes toward school effectiveness....
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1993.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=744719791&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to investigate the effectiveness of a mentoring program in improving academic grades and self-concept in mentored at-risk elementary school students, changes in teacher attitudes toward community involvement in schools and mentor attitudes toward school effectiveness. The study contains data gathered to determine whether mentoring would have an impact on grade improvement and improvement in self-concept of mentored students as well as affective changes in teachers and mentors. Data for the study came from two sources. Data were gathered from grade scores of 100 mentored and 100 nonmentored students before the beginning of the mentoring program and after the mentoring program had been in place for a period of thirty weeks. Additional data were obtained through the use of questionnaire instruments administered to mentored students, mentors, and teachers of mentored students. Analysis of grade scores showed that the group of mentored students made greater gains across the 30-week period than did non-mentored students. In addition,, questionnaire responses also indicated that all three groups of respondents, students, teachers and mentors., perceived that the mentored students felt better about themselves and had better relations with other individuals because of the mentoring program. In general, teachers indicated a greater acceptance of non- school personnel involved in the educational process; and while frequently they did not appreciate the extra work and effort the mentoring program required,, they most gladly accepted the extra effort because of the perceived benefit to the students. Mentors tended to change, in a positive direction, their appreciation of the tremendous task the public schools are presented with in educating children. They, too, felt that the mentoring program was a positive effort and hoped others would become involved in a mentoring program. Mentors indicated that they personally felt good about giving time to help at-risk youngsters. In this study, gender and ethnicity matching were not felt to be major concerns by a majority of teachers or mentors and in general, respondents felt that a relatively short number of mentoring sessions were required in order to develop a successful mentoring relationship. |
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| Item Description: | Vita. "Major subject: Educational Administration". |
| Physical Description: | xiii, 129 leaves : illustrations ; 28 cm. |
| Bibliography: | Includes bibliographical references. |