scholarly journals Use of near‐peer mentoring to involve minority jr/high school students in science

2006 ◽  
Vol 20 (4) ◽  
Author(s):  
Marti Jett ◽  
Margery Anderson ◽  
Debra Yourick
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Mentoring ◽  
School Students

Critical Consciousness in High School Outdoor Experiential Environmental Education

2022 ◽  
pp. 105382592110688
Author(s):  
Spirit D. Brooks ◽  
Steven M. Braun ◽  
Dan Prince
Keyword(s):  
High School ◽  
Social Justice ◽  
High School Students ◽  
Staff Training ◽  
Peer Mentoring ◽  
Critical Consciousness ◽  
Social Justice Education ◽  
Peer Mentors ◽  
School Students ◽  
School Settings

Background: Research highlights how high school near-peer mentors (HSNPMs) in outdoor school settings enhance younger students’ programing experiences. Through this engagement, HSNPMs’ critical consciousness (CC) of equity in outdoor and experiential education (OEEE) expands. Purpose: This article explores how HSNPMs develop CC of environmental and social justice in OEEE. Methodology/Approach: We used critical ethnography to understand how near-peer mentoring programing associated with equity, diversity, access, and inclusion (EDAI) develop CC, in OEEE. Findings/Conclusion: Intentionally developed training and curricula rooted in social justice education facilitate CC development. This training includes staff's facilitation of equity discussions and support of high school students’ EDAI-related awareness, skills, and behaviors. Implications/Recommendations: HSNPMs contribute to EDAI in OEEE programs. We recommend including HSNPMs in staff training, program improvements, and planning activities.

The Cross-Age Mentoring Program: A Developmental Intervention for Promoting Students’ Connectedness across Grade Levels

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200 ◽  
Author(s):  
Michael J. Karcher
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
Peer Mentoring ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
School Students ◽  
Positive Effects ◽  
Grade Levels ◽  
National Model

In cross-age peer mentoring programs, high school students mentor younger students. Prior research demonstrates the positive effects for mentees as well as for mentors. This context-based, strengths-promoting intervention is designed to help school counselors foster high school students’ leadership and collaboration skills while simultaneously promoting elementary and middle school mentees’ connectedness, self-esteem, and academic achievement. Using a tiered set of students as intervention agents, cross-age peer mentoring programs provide a unique strengths-based intervention for school counselors at any grade level. Consistent with the ASCA National Model®, but unlike most approaches to youth mentoring, cross-age mentoring programs can be structured by a calendar of connectedness themes that informs school counselors’ action and accountability plans and can utilize a connectedness curriculum to guide the delivery of guidance lessons by students to students.

Peer mentoring in an extracurricular music class

2021 ◽  
pp. 025576142098892
Author(s):  
Andrew Goodrich
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching And Learning ◽  
Peer Mentoring ◽  
Music Teachers ◽  
School Students ◽  
Fifth Grade Students ◽  
Musical Knowledge ◽  
Music Class

The purpose of this study was to explore how high school students mentored beginning fifth-grade students in an extracurricular music class for double-reed instruments. In this study, I investigated the role of peer mentoring with how high school mentors shared their knowledge and experiences, and the role of the teacher in this process. The following questions guided this study: How did the participants share their knowledge and experiences during peer mentoring? How did the teacher serve as a guide for the student participants during peer mentoring? Data collection included observations and interviews during one semester of instruction, and analysis of the data collected involved a system of coding from which two themes developed: mentoring concurrent with director teaching and learning while mentoring. In addition, findings indicated that the participants used knowledge learned from outside sources, they reinforced content presented by the teacher, and they drew on their own musical knowledge during the process. Under the guidance of the teacher, the participants also learned how to share their knowledge that in turn helped elevate their individual levels of musicianship. Implications for music teachers suggest the use of peer mentoring to help create meaningful learning experiences in their classrooms and increase interaction among students.

Peer Mentoring to Prepare High School Students with Autism Spectrum Disorder for College

2019 ◽  
Vol 3 (4) ◽  
pp. 411-422 ◽  
Author(s):  
Ashleigh Hillier ◽  
Joseph Ryan ◽  
Shawn M. Donnelly ◽  
Abigail Buckingham
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
High School Students ◽  
Peer Mentoring ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Students ◽  
Students With Autism

scholarly journals A Comparative UG Near-peer Mentoring Model for Motivating School Students towards Innovations during E-STEM Education: A Case Study of Qatar

2021 ◽  
Author(s):  
Malavika Elaveetil Santhosh ◽  
Jolly Bhadra ◽  
Azza Saad ◽  
Rana Magdy ◽  
Shahad Alkhair ◽  
...  
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
Online Education ◽  
Peer Mentoring ◽  
Text Message ◽  
Peer Mentors ◽  
School Students ◽  
Mentoring Model

The importance of online education and online learning has gained colossal importance during the present era. Despite online education being the savior during the current pandemic, its implementation was/has been quite puzzling. This article describes a novel approach to the execution of an E-STEM (online- Science, technology, engineering, mathematics) course for school students by integrating the near-peer mentoring approach. Wherein, the undergraduate (UG) students were the near-peer mentors, who had mentored/guided the school students (middle school & high school). Even though the E-STEM course was developed & presented by the STEM professionals, it was the near peer-mentors who were responsible for the constant motivation & assessment of the school students. The paper displays several roles of the UG mentors, predominantly aiding the students’ motivation and also their assessment via a triangulation assessment approach: with the UG mentors being responsible for the indirect and embedded assessment of the students. The STEM course was efficaciously conducted for 56 students of high school and middle school students, involving 16 undergraduate near-peer mentors. Various E-tools and student-feedback mechanisms were used to implement the E-STEM course in a student-centered manner. Thereby, to reveal the success of the model, the student’s feedback, pre-post questionnaires, and text message transcripts were investigated. The constructive roles of undergraduate mentors, in aiding the school students towards their active engagement, and STEM innovations, during E-learning, have been validated. A clear comparison had been made between the behavioral aspect of the high school students and middle school students with the UG mentor. Therefore, unlike many studies that had shown the success of the near-peer mentoring model, our article addresses the underlying process, that contributes to the success with a distinct comparison between the two (prior mentioned aspect).

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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