Browsing by Subject "Mentoring"
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Item The Effect of Mentoring Relationships on Negative Office Referrals(2019-07-09) Jones, Erika; Bowman, Christina; Brager, Gary; Masters of EducationThe purpose of this study was to determine is mentoring relationships, specifically the implementation of the Check In Check Out program, would decrease negative behavior in students. The measurement tool used in this study was the county recorded office referrals, tracked over the course of three quarters of the school year. The study used a quasi-experimental design where 12 students were chosen based on their office referrals in Quarter 1 to participate in the mentoring program. Although further study of the Check In Check Out program is necessary, this study showed that it did have a strong impact on decreasing the number of office referrals the participating students earned in the two quarters of implementation.Item The Effects of Teacher Mentoring and Coaching on Student Reading Achievement(2020-05-12) Vockroth, Caitlin; Education; Masters of EducationThe purpose of this study was to determine if mentoring/coaching for teachers impacts student reading achievement data. The measurement tool was the Fountas and Pinnell Benchmark Assessment. This study involved use of a pretest/posttest design to compare data from September 2019 (before the mentoring/coaching was implemented) to data from January 2020 (after the mentoring/coaching was implemented). Achievement gains in the experimental group were significant as compared to achievement gains in the control group. Research in this area should continue with larger participant groups over longer periods of time.Item Examining The Relationship Between Mentoring Experiences And Intent To Persist And Complete For African American Male Students At Maryland Community Colleges(2015) Kim, Sung-Yoon; Gillett-Karam, Rosemary; Advanced Studies, Leadership, and Policy; Doctor of EducationThe purpose of this correlational study was to examine the relationships between Nora and Crisp's (2007) four mentoring variables and intent to persist and intent to complete among African American male community college students. In addition, the study sought to determine which of the four mentoring variables best predict intent to persist and intent to complete. The seesaw model of Challenge-Support-Outcome served as the framework for examining the relationship between these variables. The independent variables for this study were Nora and Crisp's four mentoring variables-emotional and psychological support, degree and career support, academic subject knowledge support, and the existence of a role model. The four mentoring variables were measured by the twenty-five-item College Student Mentoring Scale (CSMS). The dependent variables were intent to persist and intent to complete. Intent to persist was measured by the item that asked if the student will return for the subsequent semester. Intent to complete was measured by the item that asked if students will continue their study until their completion of a degree. Spearman's rho and discriminant function analysis were used to determine the significance of the relationships among the independent and dependent variables. The survey-type instrument (CSMS) was administered during the fall of 2014 at three community colleges in Maryland from which the sample (n=205) was drawn. The findings of this research are three folds. (a) The four mentoring variables are neither correlated with nor predictive of intent to persist for African American male community college students, (b) the same four mentoring variables are correlated with and predictive of intent to complete for African American male community college students, and (c) among the four mentoring variables, academic subject knowledge support and the existence of a role model are the two best predictors of the intent to complete. This study has some important implications for community college administrators, educators, and leaders who are related to the institutional level policy and practice. Recommendations for policy, practice, and future research are presented.Item The Impact of Mentoring on School Success of At-Risk Youth(2019-12-09) Collis, Sara; Woods, Rebecca; Waynant, Louise; Masters of EducationThe purpose of this study was to determine if students who live in non-traditional homes would increase their school success measures (improved attendance, behavior, and grades) after participating in a check-in/monitoring intervention. Data examined included students’ attendance records, office referrals, and students’ grades and work completion rates. This study applied a one group quasi-experimental pretest-posttest design to compare these variables before and after the first five weeks of the intervention. Statistically significant gains were seen in the areas of attendance and behavior, so hypotheses 1 and 3 were rejected. Mean attendance rates went up by 26.493 with is a percent increase by 50.35% and mean referral rates decreased by 4.223 which is 92.69% decrease. Improvements were seen in all areas assessed, although work completion and grades (percentage correct on work completed) did not improve statistically significantly, so hypotheses 2 was retained. Research in this area should continue as there is little information available regarding interventions for students residing in non-traditional homes.Item Instructing and Mentoring Ex-Con University Students in Departments of Criminology and Criminal Justice(Tayloe & Francis Group, 2017-11-02) Ross, Jeffrey; Tewksbury, Richard; School of Criminal Justice; CriminologyRecognizing the growing presence of university students who are also ex-cons, this article discusses the challenges of working with such individuals and offers practical suggestions for ways to enhance such interactions. The effects of institutional socialization, cultural differences, and a range of abilities and motivations presented by ex- con students requires a need to design and implement unique instructional, especially mentoring, approaches that are most likely to be successful.Item Mentor/Mentee Relationships: The Experience Of African American Stem Majors(2014) Cook, Laurie S.; Prime, Glenda M.; Mathematics and Science Education Program; Doctor of EducationThe focus of this study was to understand the mentor/mentee relationship by uncovering the practices and behaviors of mentors in successful mentoring relationships in which the student was an African American STEM major. More importantly, this study focused on the meanings that the practices and behaviors of mentors held for the mentees. Qualitative research methods were used to develop a micro-level understanding of the mentor-mentee relationship in an effort to understand how this relationship might impact persistence in obtaining a STEM degree. Six high-achieving African Americans from the Meyerhoff Scholars Program were interviewed, along with six STEM mentors and three Meyerhoff mentors identified by the mentees as having a significant role in their success in obtaining an undergraduate STEM degree. The under-representation and marginalization of African Americans in the STEM fields have been explained by some scholars as the result of a mismatch between the African American culture and Western science. Western science can be viewed as a culture with its own norms, values and epistemologies (Jegede & Okebukola, 1999). This world of Western science culture, largely dominated by White male scientists and professors can create hazards for many students who bring an African-based view of the universe. It was thus of interest to study the experiences of successful African Americans who identified the influence of mentors as being important to their success. Analysis of the data yielded five themes, which characterized the mentor/mentee relationship. They were: Making connections, Mentor is "like family," Dealing with STEM specific stress, Improving mentee's self esteem and efficacy, and Creating a mature STEM adult professional. Of these, mentees identified the creation of a "like family" atmosphere as the most important aspect of the mentoring relationship, and they credited their mentors with creating the bonds that resembled "family." In many ways, the Meyerhoff Program became a surrogate family and provided a home away from home for participants. The mentees identified their unique Summer Bridge experience, described as "boot camp" and "officer training," as essential to building bonds with mentors and their peers. In essence the actions of the mentees provided a bridge that allowed these African American students access to the world of science, which might not otherwise have been accessible to them.Item Mentoring African American males(2008) Owens, Allessia P.The ALANA Experience at Prince George's Community College has been promoting educational attainment for over 15 years. With this tradition in place we are devoted to assisting all students continue their education by providing structured support opportunities that include mentoring, academic advising, study skills and social development workshops. Our goal is to retain students so that they reach their educational and/or professional goals.Item The Academic Success Of African American Males At A Mayland Community College(2017) Bratton, Joel, Jr.; Davis, Russell A.; Community College Leadership Program; Doctor of EducationThe purpose of this qualitative study is to examine the perceptions of African American males participating in one 4A program at a Mid-Atlantic community college. Twenty African American males along with six staff members were selected to participate in the study. The study used focus group interviews to investigate students' interactions with academic advisors and counselors and the impact of those interactions on students' academic success. The study also questioned the influence of mentors who worked directly with the students. The nigrescence theory of evolving cultural identity is the framework upon which this study was built as it emphasizes the role and impact of cultural identity as a driver for successful academic performance (Cross, 1991). The results of the study revealed that these African American males had positive perceptions of their experiences in the program and their interactions with mentors, advisors, and counselors. Each focus group described 4A services as helpful and supportive. Though the participants perceived their mentors as helpful, they did not described the mentoring role as essential to their academic success. Recommendations are made for the creation of similar African American male programs designed to improve retention and graduation rates in concert with institutional policy changes.Item The Relationship Between Ideal Mentoring And Selected Characteristics Of African American Social Work Doctoral Students(2013) Jones, Kenya Chappelle; Wells-Wilbon, Rhonda D.; Social Work; Doctor of PhilosophyThe purpose of this study was to examine African American social work doctoral students' mentoring values and to determine if these values were associated with socio-demographic, academic, and institutional characteristics. Socio-demographic characteristics of their primary mentor and mentoring relationships were also examined. With a growing number of social work faculty retiring, an increase in student enrollment, the projected need for more social workers and therefore social work educators, there is a mounting concern for the future of academia and how to develop more doctoral students with better doctoral experiences. Questions from the Dixon-Reeves Mentoring Study (2001) were used to collect data on the socio-demographic, academic, institutional, and mentor characteristics, along with descriptions of mentoring relationships. The Guidance, Integrity, and Relationship subscales of the Ideal Mentor Scale (IMS) developed by Rose (2003) were used to assess values that students placed on each subscale. Three research hypotheses were considered. The first was that selected characteristics of the student and the mentor would be associated. The second hypothesis was that there would be significant variations in how doctoral students rate the subscales of the IMS with respect to (a) socio-demographic characteristics, (b) academic characteristics, (c) institutional characteristics of the student/graduate and (d) their primary mentor, separately and jointly where appropriate. The third hypothesis was that students would rate the subscales differently. Analysis of Variance (ANOVA), t tests, and multiple regressions were used to analyze data that were obtained from a web-based survey. With respect to demographics, significant variations in ratings were found for age group, gender, and marital status. Values also varied by academic and institutional characteristics, for example historically Black colleges and institutions (HBCU) affiliation. Finally, students valued the Relationship subscale less than the other two subscales. According to Rose, this scale was related to "personal" relationships, concerns, and interactions at social activities. Students rated the Guidance (practical academic assistance) and Integrity (virtue and principled actions of a role model) subscales higher but similarly (Rose, 2003). Information gleaned from this study may be used as a training tool that will improve educational and mentoring experiences, which will ultimately lead to more advanced students in social work, in particular African Americans.