The effects of tutorial and mentoring initiatives employed by military/school partnerships on selected improvement variables for at-risk elementary students in Bexar County, Texas /
The purpose of this study was to determine the extent to which tutorial/mentoring initiatives employed by selected military/school partnerships improved academic achievement, attendance, discipline, and self-esteem of elementary, at-risk students. Further, the study examined the impact of military/s...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2000.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=727842931&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to determine the extent to which tutorial/mentoring initiatives employed by selected military/school partnerships improved academic achievement, attendance, discipline, and self-esteem of elementary, at-risk students. Further, the study examined the impact of military/school partnerships employing tutorial/mentoring strategies on classroom teachers and volunteer mentors. The study contains data compiled during the investigation to determine the impact of military/school partnerships on students, teachers, and volunteer mentors. Data derived from a comparison of academic grades for mentored and non-mentored, at-risk students were collected to determine any improvement in academic achievement resulting from the initiatives. Additional information about program perceptions was obtained from questionnaires administered to students, teachers, and volunteer mentors. An analysis of grade data showed that mentored students attained higher levels of academic achievement in reading, mathematics, and language arts. Data extracted from questionnaire responses indicated all three groups perceived an improvement in student self-esteem. Attendance was found to be consistently good and was not appreciably influenced by the initiatives. Perceptions regarding the impact on student discipline were generally favorable, but not subjected to quantitative measures. Questionnaire responses from teachers indicated a greater acceptance and appreciation of volunteer mentors as a result of the initiatives. Most initial reservations about the role of non-school personnel in the classroom were quickly resolved. Bonding between teachers and mentors occurred and had beneficial implications that enhanced the partnership arrangements. Most mentors expressed a new appreciation for the classroom teachers and their professional expertise and for the public school system, in general. Both groups indicated positive support for the initiatives and cited benefits that accrued to all parties. Mentors particularly felt good about being able to share their time and talents with at-risk youth. Most expressed strong support for the mentoring strategy and recommended that others get involved in the programs. Student responses to questionnaires were very positive. Nearly all indicated the mentors helped improve academic skills and facilitated development of a positive self-image. With a few exceptions, students expressed the belief that mentoring is good for kids and indicated a desire to work with a mentor in the future. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xiii, 147 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 116-123). |