Browsing by Subject "Mentoring"
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Item A comparative case study of the principal's role in new teacher induction(2005-12) Wischkaemper, Kay L.; Klinker, JoAnn F.; Price, Margaret A.; Hannel, DubThe purpose of this study was to examine the role of the principal in new teacher induction programs and how moral leadership and socio-economic status impact that role. The role of the principal was examined from the perspectives of principals, beginning teachers, and the local new teacher induction program. This study was guided by two primary research questions: What is the role of the principal in new teacher induction? How does this role differ, if in any way, in low versus high socio-economic schools? Moral leadership served as the theoretical foundation of the study. A review of the literature focused on components of new teacher induction and how the role of the principal in new teacher induction is impacted by moral leadership and socio-economic status of the school. Interviews with principals and beginning teachers served as primary data sources, while the local new teacher induction program provided an additional perspective. Participants consisted of one principal from an upper-income elementary school, one principal from a low-income elementary school, and three beginning teachers with one to three years of experience. The data was structured by using the constant comparison method. Categories were coded and compared to determine emerging themes in the data. The data revealed that the principal from the low-income school took on a professional role in new teacher induction while the principal from the upper-income school took on a personal role in new teacher induction. Moral leadership did not represent a significant impact on their leadership style, particularly with beginning teachers. The significance of this study to the field of educational leadership lies in the deeper understanding of the principal’s role in new teacher induction at schools regardless of socio-economic status.Item A comparative case study of the principal's role in new teacher induction(Texas Tech University, 2005-12) Wischkaemper, Kay L.; Klinker, JoAnn F.; Price, Margaret A.; Hannel, DubThe purpose of this study was to examine the role of the principal in new teacher induction programs and how moral leadership and socio-economic status impact that role. The role of the principal was examined from the perspectives of principals, beginning teachers, and the local new teacher induction program. This study was guided by two primary research questions: What is the role of the principal in new teacher induction? How does this role differ, if in any way, in low versus high socio-economic schools? Moral leadership served as the theoretical foundation of the study. A review of the literature focused on components of new teacher induction and how the role of the principal in new teacher induction is impacted by moral leadership and socio-economic status of the school. Interviews with principals and beginning teachers served as primary data sources, while the local new teacher induction program provided an additional perspective. Participants consisted of one principal from an upper-income elementary school, one principal from a low-income elementary school, and three beginning teachers with one to three years of experience. The data was structured by using the constant comparison method. Categories were coded and compared to determine emerging themes in the data. The data revealed that the principal from the low-income school took on a professional role in new teacher induction while the principal from the upper-income school took on a personal role in new teacher induction. Moral leadership did not represent a significant impact on their leadership style, particularly with beginning teachers. The significance of this study to the field of educational leadership lies in the deeper understanding of the principal’s role in new teacher induction at schools regardless of socio-economic status.Item A critical analysis of power in the institutionalization of changes in a new teacher mentoring program: a case study(2009-05-15) Ferguson, Phyllis CavanaughThe purpose of this case study is to describe the way power, as individual agency, works in the space of institutionalization of a new teacher mentoring program. The space of institutionalization is thought of as a space in which the design of the mentoring program and the actions of participants interact as the program undergoes changes. The participants in this study tell about the way each goes about mentoring in response to the program changes. Their stories are analyzed through critical discourse analysis for workings of power. Two kinds of power or agency emerge through the analysis. Instrumental agency is the physical activities, perceptions, and spoken words of the mentors limited by their subject and structural positionality. Instrumental agency in the space of institutionalization worked to instill differentiation as plurality and normalization as objectification into the mentoring program. When instrumental agency is the dominant power in the space of institutionalization, the legitimacy of the mentoring program is rationalized as legitimization. Legitimization of the program results in an ecology of the space of institutionalization open to vagaries of political expediency. The second kind of power or agency to emerge is operative agency. Operative agency originates in sensings and feelings as expressed in wondering and uncertainty about mentoring roles and the mentoring program. When engaging operative agency as power, differentiation and normalization in the space of institutionalization can be questioned.Item A longitudinal trend study of a university-based teacher induction program: observable behaviors of urban teachers and their perceptions of program components five years after participation(Texas A&M University, 2006-10-30) Moon Merchant, Vickie VThis longitudinal trend study (Gall, Borg & Gall, 1996) examined the effectiveness of a one-semester university-based teacher induction program as compared to a two-semester university-based teacher induction program based on the observation scores of classroom teaching behaviors urban novice teachers exhibited during the first year of teaching. These scores were further analyzed in relation to the socio-economic level of the school and the grade level taught. Additionally, the study explored the past participants?????? perceptions of the teacher induction program components of a one-semester program and a two-semester program during their fifth year of teaching. Their perceptions were also examined in relation to the socio-economic level of the school and the grade level taught. The study examined the observation scores of classroom teaching behaviors of 145 urban novice teachers participating in either a one-semester or two-semester universitybased teacher induction program. The urban novice teachers demonstrated growth over time as measured by the first and final observation scores of classroom teaching behaviors. However, the length of the university-based teacher induction program did not affect the observation scores of classroom teaching behaviors. Further, neither the socio-economic level of the school nor the grade level taught affected the observation scores of classroom teaching behaviors. Although the three components of the university-based teacher induction program received high means, 82 past participants of a one-semester or a two-semester teacher induction program responding to the Teacher Induction Program Participant Survey (TIPPS) recognized formative observation as the most effective component. Peer support and professional development were perceived second and third respectively. No statistical significant differences of the one-semester or two-semester past participants?????? perceptions of peer support, professional development or formative observation were found related to the socio-economic level of the school or the grade level taught.Item An Empirical Evaluation of Developmental Networks and Mentoring Practices Effect on Doctoral Science TrainingAviles, Jorge L; Ynalvez, Marcus Antonius; Ynalvez, Marcus Antonius; Kilburn, John C.; Haruna, Peter FuseiniThis study aimed at examining the impact of doctoral mentoring practices (DMP) and of developmental networks (DN) on the doctoral training practices (DTP) of students enrolled in selected elite doctoral science programs in three East Asian countries. It focuses on these social aspects that potentially enhance and/or diversify training practices that develop scientific occupational competencies. The recognition that mentoring during career development may be available from a variety of individuals beyond the traditional dyadic mentor-mentee relationship led this study to examine the impact of students’ developmental networks. The approach taken is novel in that the developmental network typology has yet to be systematically and empirically examined. The population investigated comprised students in chemical science doctoral training programs at elite universities in Japan, Singapore, and Taiwan. A sample of n = 115 students, stratified by university and by country, participated in structured face-to-face interviews that collected information on DMP, DTP, and egocentric networks. Network information was utilized to identify respondents’ developmental network type based on diversity of alters' sector (e.g. academia, government, industry, etc.) and ego-alter tie strength. Two sets of principal component analysis, one for the 15 original DMP items and another for the 17 original DTP items, were performed to examine the effect of DN and of DMP on DTP. It was found that students who reported that their advisor engaged in mentoring activities that involved career and psychosocial support also reported enhanced engagement in leadership-driven training practices. Enhanced engagement with sources of training and learning outside of the lab was also found. There was no evidence that developmental network types influenced DTP. Hence, it is recommended that institutions of higher education formulate and monitor the outcomes of policies that foster the development of mentoring practices among faculty. This would aid in the preparation of doctoral students for work within and outside of academia. Further exploration and improvement of the empirical application of the developmental network typology in doctoral science training is also suggested.Item Chief executive officers: their mentoring relationships(Texas A&M University, 2005-02-17) Rosser, Manda HaysThe majority of mentoring research has explored mentoring from the vantage point of prot?g? perceptions, reactions, experiences, and development (Wanberg et al. 2003; Kram, 1988). Participants in mentoring studies have commonly been employees, college students, or mid-level managers. Little is known regarding the impact of mentoring roles in relation to top executives who are, over the span of their careers, likely to participate in developmental relationships as both mentor and prot?g?. In fact, accessing people who are active CEOs has been extremely problematic for a majority of interested researchers (Thomas, 1995). Limited research on mentoring and especially that on CEOs is used to inform the current Human Resource Development (HRD) scholarship and practice. The current study will inform HRD and provide insight into how mentoring relationships can be used to develop individuals in organizations. Key findings from this study were reported from a qualitative study (Moustakas, 1994) involving twelve CEOs of large for-profit US corporations who detailed their experiences as both mentors and prot?g?s. Emerging themes from the larger study overlap, in part, with key mentoring functions as identified by Kram (1988). In addition to reinforcing and informing the work of Kram (1988), key CEOs provided insight regarding their experiences in long-term (several years or more) mentoring relationships. The combined themes resulted in a framework demonstrating the development of mentoring relationships. In addition to a general discussion of a mentoring framework, I focused the study primarily on CEO perceptions regarding the impact of their mentoring related experiences on 1) how their mentors have impacted their development; 2) how they mentor others; and 3) the relational elements in mentoring relationships. Because a rarely assessed population was studied, scholars and practitioners in HRD will gain a unique understanding and greater insight into how mentoring relationships develop professionals, particularly CEOs.Item Congruence of perceptions among the principal, mentor teacher, and novice teacher regarding the principal's role in a campus mentoring program(Texas A&M University, 2006-10-30) Larrison, Lucy ElaineThe literature is convincing that teachers are leaving the profession in record numbers (Owing, 2004; Ingersoll, 2002). Although there are a variety of reasons that may spur this problem, there is substantial evidence that mentoring programs are an effective means of addressing this issue and that principals serve a critical role in the success of these programs (Moir 2001; Ingersoll, 2001a). Although mentoring and principal support have been recognized as key components in the retention of novice teachers, the literature does not document overwhelming success when mentoring is implemented in most schools. One must question the reasons for the continuation of teacher attrition when these retention factors have been clearly identified. The primary purpose of this study is to examine the congruency of perceptions among the principal, novice teacher, and mentor teacher regarding the role of the principal in supporting mentoring programs at the campus level. The relationship between a principal's perception of his/her role in a mentoring program and the teacher retention rate at the school was studied. In addition, the study explored the preparation and readiness of the principal to serve in a leadership role in the development and implementation of a campus mentoring program.Item Constructing the framework for mentoring African American male student-athletes at predominately white institutions of higher education(2012-08) Kelly, Darren David; Dixon, Marlene A., 1970-; Hunt, Thomas M.; Green, B C.; Moore, Leonard N.; Harrison, LouisThe goal of this study was to develop a detailed understanding of the academic, athletic, and psychosocial needs and issues of African American male student-athletes attending a predominately White public flagship institution of higher education during their transitional first year and determine if, how, and who were meeting these needs. In addition to the well-known lower graduation rates and academic struggles of African American male football players, there are numerous psychosocial and cultural issues and barriers these young men face during their transition such as commitment, discrimination, and isolation (Hyatt, 2003). Mentoring has been used as a tool for developing organizational members in many different contexts and disciplines such as business (Kram, 1985), higher education (Johnson, 2007), and sport management (Jones, Harris, & Miles, 2009). Further, since African American male student-athletes have an array of academic and psychosocial needs, researchers need to look beyond the traditional model of having one primary mentor and explore the potential of a “critical mass” or network of mentors. Twelve first-year African American male student-athletes participated in semi-structured interviews at the conclusion of the first and second semesters of their first year of college. Additional key institutional stakeholders included four upperclassmen African American male student-athletes, three former African American male student-athletes and four faculty and staff members, also participated in interviews with the researcher to add further insights into the first-year experience. Results indicated that African American male student-athletes went through five major transitions: an academic transition, an athletic transition, an athlete status transition, a transition into a less diverse environment, and a transition away from home. Ideal mentors for these individuals were typically African American men who provided role modeling, promoted critical thinking through interactive dialogue, and gave advice on personal and academic issues. Mentoring networks for this population must at least include African American males from the faculty and staff at the university and professionals in the community along with older teammates. Research findings will be of interest to researchers, administrators (academic and athletic), and practitioners who desire to improve the academic, psychosocial, athletic, and overall college experience of African American male student-athletes.Item The effects of mentoring standards as a policy instrument on the mentor-mentee relationship of beginning math and science teachers in high-poverty middle schools(2013-05) Dietz, Laurel Kathleen, 1963-; Vasquez Heilig, JulianInduction and mentoring programs are often portrayed as commonsense policy solutions to lower teacher attrition, build beginning teacher capability and ultimately, raise student achievement. Mentoring standards however, have rarely been examined to see how their interpretation and implementation influence the relationship of mentor-mentee pairs in local contexts under a state voluntary induction and mentoring program. In this multi-cased qualitative study, I interviewed nine mentor-mentee pairs and conducted separate mentor and mentee focus groups as well as observing the mentor and mentee interact during an observational cycle in seven high poverty middle schools under Texas' Beginning Teacher Induction and Mentoring (BTIM) program. I also performed a content analysis of mentor training and support materials. Using Cohen and Moffitt's policy implementation framework I found that due to the lack of specificity and formalness of mentoring standards in BTIM-specific and non-specific documents, and the spottiness of mentor initial training, most mentors and mentees needed to rely on their capabilities and dispositions to define their roles. Consequently, it seemed that in the eyes of the mentors and mentees their relationship was informal; this was reflected in the roles that they assumed. Based on the study results, I recommend that mentoring standards for the mentor and mentee be more specific and formally defined. Indeed, there appears to be a need to formally conceptualize mentoring from its policy aims to its policy instruments within mentoring policy.Item Enhancement of faculty skills through mentoring(2012-08) Johnson, Levi; Dwyer, Jerry F.; Williams, Brock; Sherrod, SonyaDespite an extensive literature outlining the beneficial effects of faculty mentorship programs on undergraduate protégés, very little exists evaluating the impact of such activities on the faculty mentors themselves. This study employs grounded theory methods in a qualitative exploration of skills enhancement in faculty mentors involved in externally funded scholarship and mentorship programs for science, technology, engineering, and mathematics majors enrolled at Texas Tech University. The researcher collected data through in-person observations of mentoring sessions, open-ended surveys, and semi-guided interviews with faculty mentors. A relatively small participant pool somewhat restricted the breadth of conclusions; however, the depth and richness of the data collected indicate that participation resulted in varied levels of improvement in both pedagogical and interpersonal skills.Item An examination of the mentoring strategies and match quality indices that effect both a child’s change in social competency and a mentor’s sense of sufficiency(2010-05) Collins, Sarah Margaret, 1977-; Borich, Gary D.; Pituch, Keenan A.; Dodd, Barbara G.; Emmer, Edmund T.; Rehnborg, Sarah JaneMuch of the recent literature in mentoring centers on the effectiveness of volunteers who donate their time to relationships with children in need of a positive adult role model (DuBois & Karcher, 2005). Because mentors generally take on a great deal of responsibility with youth who are often at-risk either personally or academically (Commonwealth Fund, 1998; McLearn, Colasanto & Schoen, 1998; McLearn et al., 1999), researchers want to identify those variables and practices that increase the chance of a successful and beneficial relationship (Nakkula & Harris, 2005). This study examined the benefits of adult-child mentoring and looked for connections between the mentees’ growth in social competence and the relationship length, match quality, and specific mentoring strategies employed. The mentors’ perceptions of sufficiency about the match, the mentee’s additional resources, and their own abilities were also examined. A survey was distributed electronically to 890 Austin, Texas mentors about their relationships, and a separate school level survey was distributed to the 90 mentor contacts located in each school that utilizes mentors. School demographic data was also collected from the Texas Education Agency. The results indicate that longer and more high-quality matches, an increased importance placed on getting the mentee to care more about others, and spending more time with the mentee’s teachers all predict higher levels of growth in specific social competencies. The strength of the match was also a positive predictor of the mentors’ sense of sufficiency about themselves and about the impact of mentoring with their mentee. The results suggest a need for increased training in the specific caring and teacher-involvement mentor strategies, and for more discussion with mentors about the importance of committing to long-term, high-quality matches.Item Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts(2010-01-16) Anderson, Amy E.The literature is convincing that the revolving door presently occurring in schools as new teachers prematurely leave the profession is difficult not only on children and families, but also school staff and school-wide improvement efforts. However, there is also adequate literature that supports new teacher induction coupled with a qualified mentor as a means for reducing new teacher attrition. While mentoring has been found to be an effective approach for retaining new teachers in the profession, there has been little attention on the supports needed to implement and sustain such programs. The primary purpose of this study is to identify those components of infrastructure necessary to support the implementation and sustainability of a developmental mentoring program. Using literature from the areas of Improving Workplace Conditions and Educational Systemic Change along with Project CREATE and the national standards for mentoring programs a model for infrastructure is proposed. These components along with implications for including or deleting infrastructure from program design are considered. The outcomes from this study will be useful for those in the midst of creating and improving district level mentoring programs. The findings offer the potential to identify the root causes of instability reducing the possibility of program ineffectiveness in planning, implementing, sustaining and improving developmental mentoring programs.Item Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools(2009-05-15) Attaway, Kathy AnnWhile schools in America are becoming more culturally diverse, the majority of first-year teachers continue to be white females. Although mentoring has proven to be an effective means of supporting first-year teachers, little research has been done that specifically addresses the first-year, white, female teacher?s perceptions of her mentoring needs in teaching students of color. This qualitative research study examined the experiences of eight, first-year, white, female teachers teaching students of color in a large culturally diverse school district in Texas. Data were gathered over a period of 12 weeks. The participants? responses were collected through individual interviews, focused group interviews, and journal responses to five open-ended sentence stems. This research is an ?attempt? to examine these participants? experiences because although multiple attempts were made to engage the participants in substantial discussion about their mentoring needs specifically related to being white teachers working with students of color, the participants would not participate at depth in conversations about race or culture. They did, though, discuss some of their mentoring needs, which were consistent with the already existing literature on first-year teachers and their mentoring needs. Three themes however, emerged. They were the context of mentoring, evident mentoring needs, and critical unrecognized mentoring needs. In the context of mentoring, the participants? mentoring experiences were examined. In the second theme, the participants? recognized mentoring needs were discussed. These included the participants? need for support in basic teaching skills and in managing their many emotions during this time. The third theme highlighted the critical and unrecognized needs of these first-year teachers to have an understanding of their own racial identity and how this affects their responsiveness to the cultures of their students. Recommendations were made for policy and practice so that pre-service teachers are fully prepared to think and behave in ways that will meet the needs of a diverse population of learners. These recommendations should be considered by all teachers. Here, I specifically made recommendations that would benefit the population that was the focus of this study, that of white first-year teachers who teach in culturally diverse classrooms.Item Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment(2012-10-19) Peterson, CherylPlantingScience (PS) is a unique web-based learning system designed to develop secondary students' scientific practices and proficiencies as they engage in hands-on classroom investigations while being mentored online by a scientist. Some students' teachers had the opportunity to attend PS professional development (PD). In this dissertation, I developed a process of assessing student learning outcomes associated with their use of this system and evaluated inquiry engagement within this system. First, I developed a valid and reliable instrument (Online Elements of Inquiry Checklist; OEIC) to measure participants' (students, scientists, and teachers) engagement in scientific practices and proficiencies embedded within an inquiry cycle I collaborated with an expert-group to establish the OEIC's construct and content validities. An inter-rater reliability coefficient of 0.92 was established by scientists and a split half analysis was used to determine the instruments' internal consistency (Spearman-Brown coefficient of 0.96). Next, I used the OEIC to evaluate inquiry cycle engagement by the participants who used the PS online platform designed by the Botanical Society of America which facilitated communication between participants. Students provided more evidence of engagement in the earlier phases of an inquiry cycle. Scientists showed a similar trend but emphasized experimental design and procedures. Teachers rarely engaged online. Exemplary students' outcomes followed similar inquiry cycle trends, but with more evidence of engagement with one notable difference. Exemplary students provided evidence for extensive engagement in immersion activities, implicating immersion as a crucial component of successful inquiry cycle engagement. I also compared engagement outcomes of students whose teachers attended the PD experience to the students of teachers who did not attend PD. Differences found between the two groups occurred throughout the inquiry cycle, typically associated with experiences provided during the PD. As a result of this research I have several recommendations about revisions to the PS online platform and use of approaches to assure students development of scientific practices and proficiencies. The recommendations include additional scaffolding of the platform, explicit inquiry cycle instruction, and continued opportunities for teachers to engage in PD experiences provided by PS.Item Qualitative study of women and mentoring in an academic context(Texas Tech University, 2000-05) Johnson, Krystin TischGiven the potential mentoring holds, this study examines how mentoring occurs and the ways communication functions in a mentoring relationship. In other words, a functional mentoring relationship is based on two or more individuals who communicate in a manner that is beneficial to both parties. This study identifies the aspects of communication that provide a beneficial foimdation for communication in a mentoring relationship. Specifically, this research qualitatively examines the perspectives of the administrators, mentors, and the proteges involved in a mentoring program. Information gained from this study could be used to enhance mentoring relationships, thereby frirthering the interests of women in academia.Item Reframing the c onversation : faculty mentoring undergraduate women students in engineering(2011-05) Ferguson, Sarah Kiersten; Vincent, Gregory J.; Ritter, Gretchen; Holme, Jennifer; Reddick, Richard; Sanders, SherriWomen and members of underrepresented populations remain a relatively small proportion of the engineering faculty and students on university campuses. The lack of diversity potentially reduces the number of innovative and diverse perspectives contributing to these fields. One critical area missing in the research literature concerns faculty mentoring of engineering undergraduate women students. This qualitative study explores the narratives of six engineering faculty member mentors, two student affairs practitioners, and three undergraduate women student mentees and their mentoring experiences in a large public research university. Drawing on relevant frameworks from best practices in mentoring and pedagogy, this study will reframe the conversations surrounding faculty mentoring of undergraduate students by utilizing a feminist lens, which seeks to explicitly address the need to create and sustain an inclusive and engaging classroom environment and mentoring relationships. The following research questions guided the study: 1) how do mentors and mentees make meaning and conceptualize the act of mentoring, 2) how are these mentoring relationships situated within the context of the institution in which they are embedded, and 3) what implications emerge for retention and representation of underrepresented students for faculty mentors and student mentees? With this in mind, a feminist lens was useful for expanding the ways in which mentoring is conceptualized and explored because traditional approaches did not effectively explore or capture the benefits received by the participants. The engineering faculty mentor and undergraduate student mentee participants largely formed mentoring relationships informally, often through a connection established in a classroom. Faculty members were purposeful and thoughtful in their pedagogical choices, fostering an engaging and supportive classroom environment. Unlike the research literature, these faculty mentors perceived real benefits from mentoring undergraduate students. In addition, the faculty mentors participating in this study were particularly aware of the challenges and opportunities facing women and underrepresented undergraduate students, graduate students, and faculty in engineering.Item Sustaining hope : a teacher's stories of teaching reading for 46 years in one urban school(2012-05) Hampton, Angela Joy; Worthy, Jo; Bomer, Randy; Maloch, Beth; Schallert, Diane; Hoffman, JimThis dissertation examines the life stories of Marsha Ethridge (all names are pseudonyms), a teacher who has taught for 46 years in one urban elementary school. The stories Marsha tells about her life are used as lenses to consider the following: (1) What influences most shaped Marsha’s practices and stories to live by as a teacher? (2) What has it been like for Marsha teaching reading in an urban elementary school for 46 years? and (3) What is the nature of caring in Marsha’s stories? The study draws on life story and portraiture methods. Data were collected over a period of three years and includes life story interviews, one focus group interview, observations, and artifacts. Through the process of constant comparative method, three themes emerged: literacy and accountability, teacher development and identity, and caring and connecting. The most salient theme was caring and connecting throughout Marsha’s stories, and it served as a unifying thread to pull her stories together. This study found that in Marsha’s first years of teaching there were few forms of accountability. She felt that this was the primary reason many of her sixth graders had made it through school without learning to read. In the following years she used a variety of measures for accountability, including high-stakes accountability, which caused her to experience increasing professional dissonance. The form of accountability she believed improved her teaching practices the most was accountability situated in the context of caring relationships and it led to hope for future success. Marsha experienced this face-to-face accountability in the teacher-initiated group she had been meeting with for 27 years. Research implications from this study include the need to further explore discourse in teacher-initiated groups over time and in different contexts, as well as consider how the relational dynamics and accountability within collaborative teacher groups contribute to teacher growth. Additionally, the analysis of Marsha’s life stories indicate a need for teachers, parents, researchers, and policy makers to lay aside discourse of blaming and shaming to create opportunities for extended conversations about alternatives to high-stakes accountability.Item Teacher Mentoring as an Intervention with At-Risk High School Students(2010-01-14) Coffman, Mae G.As a result of recent social and political pressure and an increase in academic standards, there is a call to address academic and behavioral needs of at-risk students at the secondary level. Currently, many secondary schools are struggling to provide research-based interventions for these students. The purpose of this study was to examine the effects of a school-based mentoring program utilizing existing school staff and functioning within the constraints of a typical high school schedule, on at-risk students. The study aimed to add to the body of research on interventions in secondary settings and extend research on mentoring. Five at-risk high school students participated in the study which took place during the 2008-09 school year. All of the students received basic mentoring procedures, and three were identified for more advanced mentoring procedures half-way through the school year. Data was collected on academic and social outcomes and the viability of the intervention in the secondary setting. Overall, results of the study were mixed but indicated that the intervention was mildly effective for almost all students in at least one of the areas studied. Limitations of the study and implications for future research and practice are identified and discussed.Item The Perceived Impact of Cognitive Developmental Training on the Perceptions of University and District Trained Mentors(2011-08-08) Williams, Jennifer BethThe purpose of this study is to investigate differences found in self-efficacy perceptions regarding mentoring of trained mentors who were trained using a cognitive developmental model of mentor training, with mentor teachers who have received little or no training. The researcher was interested in whether the university based mentors, who participated in a cognitive developmental mentor training, would have a higher sense of self-efficacy and confidence in their mentoring as a result of the training than the campus mentors who received little or no training. Two groups of mentors participated in the study. One group consisted of university mentors who completed the Cognitive Developmental Mentor Training through Texas A&M University?s Mentoring Research Collaborative for Learning and Development. The campus mentors were from a suburban school district and volunteered to mentor. They were required to attend a one time district mentor training session. The university and campus mentors completed three components during the study. The three components included a self efficacy survey, an interview using open ended questions, and the completion of a mentoring narrative. The study followed a mixed method model. The researcher used both qualitative and quantitative methods to collect data. The researcher felt using both methods would offer the best explanation of the phenomenon of mentor self efficacy. The researcher used the basic interpretive approach, which requires constant comparisons of each type of data. The data collected from the self-efficacy survey indicated little or no difference in self-efficacy perceptions in regards to mentoring between the two groups. However, there were differences in the qualitative pieces of the study. The level of knowledge regarding mentoring differed between the two groups resulting in differences in the participants approach and definition of mentoring.Item The Perceived Impact that Tutors Have on Urban Secondary Students Attending a Community-Based After-School Program in the State of Texas(2013-01-04) Long, Jessica 1983-For urban secondary students, the benefits of attending after-school programs may not be solely academic?rather, their attendance and participation may yield more fundamental development needs. A supportive network of influential and positive mentors can improve urban secondary students learning experience outside of the classroom. Urban secondary students may have access to support and assistance from mentors by attending an after-school program. This qualitative ethnographic study explored the perceptions of tutors working in an after-school program in a large urban school district. This study attempted to understand of the tutors? motivation for working with students, the support that they provided to the students, and the needs they thought the students have. The data was collected through individual interviews and observations of the tutors during the program. Data was analyzed for common themes to support the research questions. From the interview questions, a total of twelve themes were generated to answer the three research questions. According to the participants interviewed in this study, the interactions with the tutors in the program served as catalysts that promoted student academic success and social development. While the themes originating from the questioned varied, the underlying conclusion of the interview data from this research study is that students take more of an interest in themselves and their academic ability when someone else takes a genuine interest in them and their academic ability.