Subject : Mentoring in education. Contents What mentoring is and isn't developing teaching skills observing your mentee - how to focus observations giving feedback planning lessons collaborative teaching with your mentee developing a departmental approach to mentoring developing a whole school approach to mentoring form tutor mentoring appraisal using government standards standards for QTS qualified teacher status working with NQTs stimulating refelctive practice mentoring for your own professional development making the most of partnership making the most of a consortium.
Find more by Author Fletcher, Sarah, Subject Mentoring in education. Community contributions This item appears on the lists: … Recent lists.
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You can also find out more about Emerald Engage. Visit emeraldpublishing. Answers to the most commonly asked questions here. Article view Figure view Cited 13 cite article. Stars Year 9 Questionnaire. This item questionnaire was developed by FYD in , based on qualitative feedback received from mentees in The items covered a diverse range of topics relating to interpersonal skills e. No guidance was given to students as to how to answer these questions. Plan of Analysis Qualitative data Qualitative data were used to assess engagement in the programme and the impact of the programme on the adjustment of the students.
Thematic analysis was used to capture prevalent patterns or themes across the responses, following the guidelines outlined by Braun and Clarke Themes were compared across schools, taking into account school decile and ethnic composition. Questionnaires were removed from the total qualitative sample pool if the open- ended questions were unanswered or not legible. Reliability of the coded themes was checked using inter-rater agreement where two researchers independently coded responses.
In all instances disagreements were discussed and agreements were reached. Quantitative data Quantitative data were used to assess the effectiveness of the programme and analyses were performed in three stages. The first stage involved conducting maximum likelihood factor analysis to determine if the 20 scale items reflected multiple constructs. In the third stage, to ascertain variation in programme effectiveness as a function of school decile and school ethnicity, analyses of variance ANOVA tests were conducted.
All statistical analyses were conducted using SPSS version The inter-rater reliability was. This pattern was consistently prevalent across all schools regardless of decile or ethnic composition. School-based mentoring: Cultural and economic variations 55 The inter-rater reliability for each theme was high: acquisition of practical skills.
Two themes, acquisition of practical skills and working alongside others, were common across the programme; while others were specific to a particular component, such as community, personal achievements, friends and peer mentors Figure 1. As revealed through these themes and in line with engagement, mentees reported a variety of positive outcomes that occurred throughout the programme, with very few negative outcomes.
Despite being a programme objective, discourses about adopting healthy behaviours were notably absent. The types of skills gained varied across components. In community project, mentees reflected on a range of learnt skills from making a worm farm to learning good painting techniques.
This theme was particularly pronounced in adventure camp. The friends theme focused on developing friendships and getting to know their peers. In the peer mentors theme, mentees made both positive and negative responses about their peer mentors. The theme was specific to adventure camp and overall evaluation. Negative comments were focused on the peer mentors not being helpful. Finally, comparisons were made to determine if some themes were particularly prevalent for youth attending low-decile schools or attending schools with particular ethnic group predominance.
Themes were consistently prevalent across all schools regardless of decile or ethnic composition. Programme effectiveness quantitative Exploratory factor analysis using a maximum likelihood extraction with oblimin rotation revealed that all 20 items loaded on a single factor for each of the components. The only exception was for community adventure which suggested a two-factor solution, although all items loaded highest on factor one.
Thus, the one factor solution was retained for all. Next, a series of ANOVAs were run to test differences in the level of effectiveness as a function of decile and ethnic composition Tables 2 and 3.
In addition, middle-low students reported significantly greater effects for adventure camp and overall engagement as compared to students attending middle decile schools.
Further, students attending diverse schools also reported significantly greater effects compared to youth attending predominantly Pakeha schools for community adventure and overall engagement. Discussion The purpose of this study was to examine the suitability of a school-based youth mentoring programme developed for the New Zealand context in supporting the adjustment of young people.
Variation in engagement and effectiveness as a function of school decile and student ethnic composition were also explored. Engagement will be discussed first, followed by effectiveness. Engagement in the programme Qualitative responses indicate that the students were highly engaged in the programme. This engagement was found across all data-collection points and there was no variation by school decile or ethnic composition.
This finding is important for two reasons. First, it demonstrates that the school-based programme actually did engage the students during this time of transition.
Second, it implies that, by taking a whole-school approach, students who typically may be targeted for intervention e. Transitions can be a time of increased vulnerability for youth Holcomb-McCoy, Such research supports current thinking that student engagement in school and learning decreases during the middle years of schooling, and highlights the importance of programmes such as Stars in promoting school engagement.
More specifically, at a time when truancy, stand-down, suspension, and expulsion rates and negative attitudes are on the increase, Stars can act as vehicle to engage vulnerable students.
Not only did the Stars programme engage the students at a time of potential risk for dis-engagement, but it also equally engaged students regardless of decile or ethnicity. The negative consequences of stigmatisation, particularly in relation to achievement are well documented in the literature Herman, A whole-school approach removes the threat of stigmatisation as all students are identified for the programme.
Programmes often find that young people with the greatest need tend to be the most difficult to engage and this approach not only engages, it also potentially mitigates stigmatisation. School-based mentoring: Cultural and economic variations 59 Effectiveness of the programme In examining the effectiveness of Stars, the high mean scores and moderate standard deviation indicated that the majority of students evaluated the programme highly, well above the mid-point.
The qualitative results of this study indicated links between the outcomes of the Stars programme and four of the five Key Competencies that have been identified as important to learning MoE, For example, students reported gaining new knowledge and skills thinking , learning how to set goals managing self , learning how to listen and get along with others relating to others , and interacting and caring for their community participating and contributing.
Stars may have optimised development through joint ventures involving mentees working together with their peer groups and peer mentors across diverse contexts, which appeared to promote the acquisition of key competencies.
These findings suggest that academic learning and engagement may be strengthened when links are created between programme objectives and the Key Competencies of the New Zealand curriculum. In addition, as noted within the curriculum, this learning can be reinforced when students are supported across a wide range of contexts as provided by Stars MoE, A point of interest from the study was that of all components, adventure camp provided an abundance of rich learning opportunities as reflected in the qualitative data.
It is noted, however, that the number of mentees evaluating adventure camp was also the largest. The positive response to the adventure camp component may also be linked to the delivery timing as all but one school camp occurred at the beginning of the year.
Noting the key role that friendship plays in transitioning to secondary school, the findings here suggest that the programme and particularly the adventure camp component encouraged friendships, especially early on in the school year and may have eased school transition for mentees. Another point of interest is that the vast majority of mentees made no mention of their peer mentors.
It is unclear why this occurred since the mentors appear to be an integral part of the Stars programme. Mentors spend 35—40 minutes a week with their mentees and also accompany them on all three activity components. Perhaps mentors were not mentioned because mentees were not directly asked to comment on this aspect of the programme and their relationship was asked as one of the survey questions.
It could also be that because meetings occurred regularly, these relationships were taken for granted. Finally, it is possible that, despite the regular contact, peer mentors are not as integral to the programme as assumed. Future evaluations of the programme should directly elicit feedback on the peer-mentoring relationship and determine its importance.
It is important to note that, despite being a programme objective, discourses about adopting healthy behaviours relating to food, exercise, substance misuse and peer pressure were notably absent.
It is unclear why students did not provide responses reflecting this objective as healthy behaviours are included as part of the structured programme. It is possible that the programme did not adequately address this in delivery.
It could also be that, as noted by others e. A final, non-competing explanation could simply be that this aspect of the programme was not as much fun for the students, and, therefore, they did not mention it when asked about their experiences. The next set of findings examined variation in effectiveness as a function of decile and ethnic composition of the school. While the qualitative data showed no difference, the quantitative data indicated that the programme was more effective for youth in low decile schools and for student in predominantly Pasifika schools.
This lack of differences in the qualitative data could stem from differences in analytic approaches. By taking a thematic approach, the qualitative data allows for greater breadth and richness in the responses whereas the quantitative data, utilising a likert scale, allows for a more nuanced examination of the variability in degrees of effectiveness.
It is well documented that young people who grow up in poverty reflective of low decile schools , a significant dimension of social disadvantage, are more likely to be exposed to cumulative, multiple stressors.
For example, their housing is more likely to be overcrowded and of poor quality, they are at higher risk of experiencing more family turmoil, greater child—family separation, and higher levels of violence St. Although positive relationships and being connected to school cannot act as a remedy to life stressors, they can buffer their effects and help young people to cope with them Coleman, This study also indicated higher evaluation scores for mentees from schools with larger proportions of Pasifika mentees.
In line with recent thinking Evans et al. The results from this study suggested that the group context met the needs of Pasifika students by providing an environment reflective of family values whereby individual success is measured by group success.
School-based mentoring: Cultural and economic variations 61 Another possible, non-competing explanation for the higher evaluation scores was the peer mentoring aspect of the programme. The peer-mentoring aspect may sit culturally well with these students for whom learning from and teaching family members is more commonplace.
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