Social Language of Jazz

2019 ◽  
pp. 29-38
Author(s):  
Andrew Goodrich
Keyword(s):  
Peer Mentoring ◽  
Performance Level ◽  
Social Connections ◽  
Social Language ◽  
Jazz Ensemble ◽  
Mentoring Practices ◽  
Directed Instruction ◽  
Teaching Learning ◽  
Mentoring System

Interactions among students can provide the basis for them to learn from each other, even when directors still maintain control of the ensemble rehearsals. In addition to teacher-directed instruction, mentoring can build strong social connections among students and elevate the performance level of the jazz ensemble. This chapter draws connections between historical jazz mentoring practices and how directors can incorporate them into the school jazz ensemble. The types of mentoring discussed are (a) adult mentoring, in which teachers receive mentoring from jazz musicians and jazz educators; (b) teachers providing mentoring to students; and (c) peer mentoring, in which teachers guide and instruct their students in how to mentor each other in the areas of teaching, learning, leadership, and social connections. This chapter includes directives for teachers regarding implementing and maintaining a peer mentoring system in the school jazz ensemble.

Peer Mentoring in a High School Jazz Ensemble

2007 ◽  
Vol 55 (2) ◽  
pp. 94-114 ◽  
Author(s):  
Andrew Goodrich
Keyword(s):  
High School ◽  
Data Analysis ◽  
Peer Mentoring ◽  
Teacher Educators ◽  
Guidance Counselor ◽  
Jazz Ensemble ◽  
Assistant Director ◽  
Jazz Band ◽  
Adult Mentors ◽  
Academic Year

The use of peer mentoring in a successful high school jazz band was explored during one academic year of instruction using ethnographic techniques. Participants included primary informants (student jazz band members, director, assistant director, adult mentors) and secondary informants (guidance counselor, principal, parents, nonjazz band member students). Data analysis revealed that peer mentoring contributed to the success of a high school jazz band. Five themes emerged: (a) mentoring from the adult perspective, (b) peer mentoring for musicianship, (c) mentoring in rehearsals, (d) mentoring outside jazz band rehearsals, and (e) social mentoring. Suggestions for teacher educators include supporting, developing, and implementing peer mentoring, which can aid directors in instruction and rehearsal efficiency.

scholarly journals “It’s a Tug of War Between the Person I Used To Be and the Person I Want To Be”: The Terror, Complexity, and Limits of Leaving Crime Behind

2016 ◽  
Vol 27 (2) ◽  
pp. 101-118 ◽  
Author(s):  
Gillian Buck
Keyword(s):  
Justice System ◽  
Peer Mentoring ◽  
Ethnographic Study ◽  
Secondary Effect ◽  
Peer Mentors ◽  
The United Kingdom ◽  
Mentoring Practices ◽  
Authority Figures ◽  
Desistance From Crime ◽  
Ways Of Being

This article draws upon an ethnographic study of peer mentoring in the United Kingdom criminal justice system. It examines how people attempting to desist from criminal lifestyles often experience a period of crisis, characterized by unsettling practical and personal losses. Through interviews with peer mentors and mentees, and observations of mentoring practices, this study renders this sense of adversity visible. It also reveals the ways in which peer mentors may alleviate the weight of the crisis, by providing a blueprint of change, while appearing to be nonauthoritarian. These are important components given that mentees often feel untethered from known ways of being and describe their interactions with authority figures as embattled. An interesting secondary effect which emerges here is that peer mentors appear to shift the perceptions of external observers. This is a vital feature, given that sustained desistance from crime requires contexts conducive to such changes.

Contemporary Peer Mentoring in Higher Education

2020 ◽  
pp. 177-197
Author(s):  
Lenis Colton Brown
Keyword(s):  
Peer Mentoring ◽  
Low Cost ◽  
Retention Rates ◽  
Mentoring Programs ◽  
Future Research ◽  
Peer Mentors ◽  
University Leadership ◽  
Successful Recruitment ◽  
Mentoring Practices ◽  
The University

This literature review illuminates how contemporary peer mentoring practices typically function within collegiate settings and delineates strategies for further developing and professionalizing the services they provide. Peer mentoring offers many advantages to the university, including the ability meet the needs of an increasingly diverse study body, which encompasses an array of ages, ethnicities, countries of origin, backgrounds, and abilities; the ability to draw from a large pool of student talent at a relatively low cost; and the improvement of retention rates by helping students navigate and succeed in their new environment. Topics include the main service models of peer mentoring; a consideration of what motivates university leadership, faculty, staff, mentors, and mentees to support peer mentoring programs; and the strategies required to ensure successful recruitment, training, deployment, supervision, and evaluation of peer mentors and the programs they serve. Suggestions for future research are provided.

scholarly journals A Peer-Mentoring System as a Nontraditional Approach to STEM CUREs

2021 ◽  
Vol 4 (2) ◽  
pp. 46-47
Author(s):  
Mark Lubkowitz ◽  
◽  
Cierra Pierce ◽  
Tabitha Finch
Keyword(s):  
Molecular Genetics ◽  
Peer Mentoring ◽  
Second Year ◽  
Mentoring System ◽  
Nontraditional Approach

At Saint Michael’s College, the challenge of quality mentoring inherent in CUREs is addressed using near-peer mentoring. Near-peer mentoring is when an individual completes a course and then serves as a mentor in subsequent iterations (McKenna and Williams 2017). In an undergraduate institution, this can be as simple as a third- or fourth-year student working with a second-year student. Through a CURE developed for a Molecular Genetics lab course, a widely adoptable model has been created.

scholarly journals Can We Foster a Culture of Peer Support and Promote Mental Health in Adolescence Using a Web-Based App? A Control Group Study

2016 ◽  
Vol 3 (3) ◽  
pp. e45 ◽  
Author(s):  
Laura Bohleber ◽  
Aureliano Crameri ◽  
Brigitte Eich-Stierli ◽  
Rainer Telesko ◽  
Agnes von Wyl
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Health Promotion ◽  
Chronic Stress ◽  
Peer Mentoring ◽  
Mental Health Promotion ◽  
Control Group ◽  
Web Based ◽  
Stress Levels ◽  
Mentoring System

Background Adolescence with its many transitions is a vulnerable period for the development of mental illnesses. Establishing effective mental health promotion programs for this age group is a challenge crucial to societal health. Programs must account for the specific developmental tasks that adolescents face. Considering peer influence and fostering adolescent autonomy strivings is essential. Participation in a program should be compelling to young people, and their affinity to new technologies offers unprecedented opportunities in this respect. Objective The Companion App was developed as a Web-based app giving adolescents access to a peer mentoring system and interactive, health-relevant content to foster a positive peer culture among adolescents and thereby strengthen social support and reduce stress. Methods In a control group study design, a group of employed (n=546) and unemployed (n=73) adolescents had access to the Companion App during a 10-month period. The intervention was evaluated using a combination of quantitative and qualitative approaches. Linear mixed effects models were used to analyze changes in chronic stress levels and perception of social support. Monthly feedback on the app and qualitative interviews at the end of the study allowed for an in-depth exploration of the adolescents’ perception of the intervention. Results Adolescents in the intervention group did not use the Companion App consistently. The intervention had no significant effect on chronic stress levels or the perception of social support. Adolescents reported endorsing the concept of the app and the implementation of a peer mentoring system in particular. However, technical difficulties and insufficiently obvious benefits of using the app impeded more frequent usage. Conclusions The Companion Project implemented a theory-driven and innovative approach to mental health promotion in adolescence, taking into account the specifics of this developmental phase. Particularities of the implementation context, technical aspects of the app, and insufficient incentives may have played considerable roles concerning the difficulties of the Companion Project to establish commitment. However, adopting peer mentoring as a strategy and using an app still seems to us a promising approach in mental health promotion in adolescents. Future projects should be careful to invest enough resources into the technical development of an app and consider a large use of incentives to establish commitment. When targeting risk groups, such as unemployed adolescents, it may be expedient to use more structured approaches including face-to-face support.

College Peer Mentoring and Students With Intellectual Disability: Mentors' Perspectives on Relationship Dynamics

Inclusion ◽  
2016 ◽  
Vol 4 (4) ◽  
pp. 257-269 ◽  
Author(s):  
Mary Culnane ◽  
Laura T. Eisenman ◽  
Aideen Murphy
Keyword(s):  
Intellectual Disability ◽  
Peer Mentoring ◽  
Reference Group ◽  
Program Theory ◽  
Social Connections ◽  
Mentoring Relationships ◽  
Peer Mentors ◽  
Campus Community ◽  
Role Conflicts ◽  
College Programs

Abstract College programs for students with intellectual disability frequently engage peer mentors to promote students' social connections on campus. The qualitative study discussed in this article was conducted to explore, from mentors' perspectives, how mentor/mentee relationships developed, how mentors offered supports, and how mentors facilitated membership into the campus community. Using Pawson's (2004) conceptual framework, mentoring relationships were analyzed in regard to status, reference group, and mentoring mechanisms. Mentors perceived themselves as well-positioned to facilitate their partners becoming college insiders. They used coaching and direction setting to support mentees, and identified factors that appeared to facilitate or hinder shifts in mentee status, including their own beliefs and skills, role conflicts, and person-centered thinking. Implications for supporting peer mentors and refining program theory are also discussed.

Mutually supporting: a near-peer mentoring system for military junior doctors

2021 ◽  
pp. bmjmilitary-2020-001762
Author(s):  
Samuel Bourke ◽  
I Bertram ◽  
S-J Horne ◽  
A K H Wong ◽  
A Stewart ◽  
...  
Keyword(s):  
Peer Mentoring ◽  
Junior Doctors ◽  
Mentoring System

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

Promoting Social Connections in a Synchronous Telepractice, Aphasia Communication Group

2018 ◽  
Vol 3 (18) ◽  
pp. 32-42 ◽  
Author(s):  
Judy P. Walker ◽  
Karlee Price ◽  
Jana Watson
Keyword(s):  
Social Connections
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