A Relative Efficacy Study of Advanced Training Effects on School-based Youth Mentors' Attitudes and Experience in the Program PDF Download
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Author: Sharon Elizabeth Garrett
Publisher:
ISBN:
Category : Mentoring
Languages : en
Pages : 156
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Book Description
There are currently numerous mentoring programs being implemented across the country. However, research pertaining to the mentors in the mentoring equation is limited. Furthermore, research involving the effects of mentor training is also scarce. This study tested the impact of providing eight hours of theory-based advanced mentor training to school-based mentors. All mentors (n = 149) received basic training from the local community agency that placed the university undergraduate teacher-in-training mentors with youth in schools. In addition, four advanced, one-hour PowerPoint trainings from the Cross-age Mentoring Program Training Guide (Karcher, 2012) and four follow-up reflection trainings were provided to the mentors. Six classes of university students participated, and the students in all classes were required to mentor in the schools as part of the class. The advanced training was provided to two classes (intervention group) of university students as the supplement to the basic training. In four other classes (comparison group), a cultural awareness activity was required as the supplement to the basic training. This relative efficacy quasi-experimental study tested the effects of participating in advanced mentor training by comparing the comparison and intervention group on mentors' perceptions of program quality, as well as on their self-reported mentor self-efficacy, attitudes toward youth, growth mindset, and mentoring relationship quality after one academic semester. These effects were measured using variables collected through surveys completed at the start and the conclusion of the semester. Results suggest that, compared to those in the cultural enrichment condition, students in the advanced training reported higher mentor self-efficacy at the end of the semester. There were no differences between the experimental conditions on perceptions of program quality. Furthermore, training effects on mentoring relationship quality, growth mindset, and attitudes towards youth could not be tested because necessary assumptions for the statistical tests were not met. The findings from this study suggest that additional or ongoing training, beyond traditional orientation and basic training, may help improve mentors' beliefs about their potential success as mentors.
Author: Sharon Elizabeth Garrett
Publisher:
ISBN:
Category : Mentoring
Languages : en
Pages : 156
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Book Description
There are currently numerous mentoring programs being implemented across the country. However, research pertaining to the mentors in the mentoring equation is limited. Furthermore, research involving the effects of mentor training is also scarce. This study tested the impact of providing eight hours of theory-based advanced mentor training to school-based mentors. All mentors (n = 149) received basic training from the local community agency that placed the university undergraduate teacher-in-training mentors with youth in schools. In addition, four advanced, one-hour PowerPoint trainings from the Cross-age Mentoring Program Training Guide (Karcher, 2012) and four follow-up reflection trainings were provided to the mentors. Six classes of university students participated, and the students in all classes were required to mentor in the schools as part of the class. The advanced training was provided to two classes (intervention group) of university students as the supplement to the basic training. In four other classes (comparison group), a cultural awareness activity was required as the supplement to the basic training. This relative efficacy quasi-experimental study tested the effects of participating in advanced mentor training by comparing the comparison and intervention group on mentors' perceptions of program quality, as well as on their self-reported mentor self-efficacy, attitudes toward youth, growth mindset, and mentoring relationship quality after one academic semester. These effects were measured using variables collected through surveys completed at the start and the conclusion of the semester. Results suggest that, compared to those in the cultural enrichment condition, students in the advanced training reported higher mentor self-efficacy at the end of the semester. There were no differences between the experimental conditions on perceptions of program quality. Furthermore, training effects on mentoring relationship quality, growth mindset, and attitudes towards youth could not be tested because necessary assumptions for the statistical tests were not met. The findings from this study suggest that additional or ongoing training, beyond traditional orientation and basic training, may help improve mentors' beliefs about their potential success as mentors.
Author: David L. DuBois
Publisher: SAGE Publications
ISBN: 1483309819
Category : Education
Languages : en
Pages : 601
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Book Description
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: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309497299
Category : Education
Languages : en
Pages : 307
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Book Description
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.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 760
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Book Description
Author: Jamal David Splane
Publisher:
ISBN:
Category : After-school programs
Languages : en
Pages : 202
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Book Description
Author: Marc E. Wheeler
Publisher:
ISBN:
Category : Mentoring
Languages : en
Pages : 26
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Book Description
"Between 2007 and 2009, reports were released on the results of three separate large-scale random assignment studies of the effectiveness of school-based mentoring programs for youth. The studies evaluated programs implemented by Big Brothers Big Sisters of America (BBBSA) affiliates, Communities In Schools of San Antonio, Texas, and grantees of the U.S. Department of Education's Student Mentoring Program. Differences in the findings and conclusions of the studies have led to varying responses by those in practice and policy roles. In this report, we present a comparative analysis of the three studies. We identify important differences across the studies in several areas, including agency inclusion criteria, program models, implementation fidelity and support, and criteria utilized in tests of statistical significance. When aggregating results across the studies using meta-analytic techniques, we find evidence that school-based mentoring can be modestly effective for improving selected outcomes (i.e., support from non-familial adults, peer support, perceptions of scholastic efficacy, school-related misconduct, absenteeism, and truancy). Program effects are not apparent, however, for academic achievement or other outcomes. Our analysis underscores that evidence-based decision-making as applied to youth interventions should take into account multiple programmatic and methodological influences on findings and endeavor to take stock of results from the full landscape of available studies."--Author abstract, edited.
Author: Carla Herrera
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 56
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Book Description
Author: Joanna Lindsey Sue
Publisher:
ISBN:
Category :
Languages : en
Pages : 286
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Book Description
Although relationships are central to psychological health throughout the lifespan, not all children have caring adults in their lives that can provide nurturing and stable relationships. Mentoring was established as a means of providing these essential adult relationships to at-risk children. Although the history of formal mentoring traces back to the beginning of 20th century America, only recently have systematic investigations of mentoring programs been conducted. Furthermore, a wide range of mentoring programs across North America have been implemented which has outpaced the research community's ability to provide evidence-based practice guidelines. The goal of this dissertation was to contribute to research and practice in the field of youth mentoring. In the first study I evaluated the effects of participating in a school-based intergenerational mentoring program. Although I did not find benefits of program participation for mentors or mentees, I identified methodological limitations that are important for future studies to take into consideration and determined two key strengths of the program. In the second study, I compared mentee, mentor, and mentoring coordinator perspectives on mentoring relationship quality and examined how two components of mentor-mentee interactions, relationship dimensions and mentor-mentee shared experiences, were associated with these different perspectives. I developed an observational rating scale to examine a new framework of relationships dimensions, identified several elements that characterize high quality mentoring relationships, and provided suggestions for how to apply this knowledge to mentor training. In the last study, I discussed the connection between research and practice in youth mentoring and identified strategies to promote collaborative interactions that empower individuals, build social relationships, and create synergy between researchers and practitioners. Through my investigation of both mentor-mentee and research-practice relationships, I gained insight into the processes of successful relationship formation and characteristics of long-term relationships. I encountered several methodological barriers and used these as opportunities to identify strategies for overcoming challenges inherent in mentoring research. The knowledge gained through this dissertation can be applied by mentoring agencies to develop evidence-based mentor training programs and by researchers and practitioners to form successful research-practice collaborations, which are necessary to continue to further our understanding of youth mentoring.
Author: Michael Karcher
Publisher: Developmental Press
ISBN: 9780977437351
Category :
Languages : en
Pages :
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Book Description
The Cross-Age Mentoring Program (CAMP) for Children with Adolescent Mentors is a school-based, after-school program designed to provide groups of teenage mentors the structure, guidance, and support needed to effectively mentor younger children. CAMP targets improvements in both the children's (mentees') and the adolescents' (mentors') connectedness to school, teachers, family, peers/friends, and self (where connectedness is defined as positive affect toward and consistent engagement in contexts, relationships and activities). A year-long connectedness curriculum (for 4th-6th grade mentees) targets multiple domains of connectedness with domain-specific activities (e.g., projects involving teachers and parents). Guidelines are presented for staff and experienced mentors to create new activities for subsequent program years or for different youth populations (e.g., for middle school age or health promotion specifically). CAMP is a universal or primary prevention program intended and appropriate for hybrid groups of youth at varying levels of risk for academic, social, or behavioral problems (the ratio of high to low risk mentees should not exceed 1:5). In CAMP youth meet in mentor-mentee dyads within a small group setting (
Author: Marc E. Wheeler
Publisher:
ISBN:
Category :
Languages : en
Pages : 27
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Book Description
Between 2007 and 2009, reports were released on the results of three separate large-scale random assignment studies of the effectiveness of school-based mentoring programs for youth. The studies evaluated programs implemented by Big Brothers Big Sisters of America (BBBSA) affiliates (Herrera et al., 2007), Communities In Schools of San Antonio, Texas (Karcher, 2008), and grantees of the U.S. Department of Education's Student Mentoring Program (Bernstein et al., 2009). Differences in the findings and conclusions of the studies have led to varying responses by those in practice and policy roles. The results of the BBBSA trial led the organization to undertake an initiative to pilot and evaluate an enhanced school-based mentoring model. Findings of the Student Mentoring Program evaluation were cited as a reason for eliminating support for the program in the FY 2010 federal budget (Office of Management and Budget, 2009). In this report, we present a comparative analysis of the three studies. We identify important differences across the studies in several areas, including agency inclusion criteria, program models, implementation fidelity and support, and criteria utilized in tests of statistical significance. When aggregating results across the studies using meta-analytic techniques, we find evidence that school-based mentoring can be modestly effective for improving selected outcomes (i.e., support from non-familial adults, peer support, perceptions of scholastic efficacy, school-related misconduct, absenteeism, and truancy). Program effects are not apparent, however, for academic achievement or other outcomes. Our analysis underscores that evidence-based decision-making as applied to youth interventions should take into account multiple programmatic and methodological influences on findings and endeavor to take stock of results from the full landscape of available studies. (Contains 4 tables and 1 figure.) [Commentaries from Jodie Roth, Michael Foster, and Graig Meyer are included. Commentaries are individually referenced.].
