Literaturnachweis - Detailanzeige
| Autor/in | Sapone, Carmelo V. |
|---|---|
| Titel | A Mentorship Model for Students At-Risk. |
| Quelle | (1989), (11 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Affective Objectives; College School Cooperation; Curriculum Development; Elementary Secondary Education; High Risk Students; Higher Education; Humanistic Education; Low Achievement; Mentors; Program Development; Self Esteem |
| Abstract | In this discussion of the use of mentors working with at-risk students, it is suggested that universities involved in preservice education should establish jointly, with local schools, the training of teachers in affective education--mainly in the area of self-esteem. The stress on cognitive development should take a secondary role, rather than a primary role, at least initially; affective strategies should become the primary role of this university/school relationship. It is recommended that university and school personnel become partners in: (1) the identification of at-risk students; (2) the development of appropriate curriculum and intervention strategies to raise the self-esteem of at-risk students; (3) the training and use of mentors dealing in the affective arena with at-risk students; and (4) the expansion of the role of mentors in schools to help students achieve personal worth, personal competence, and dignity in school and in life. A list of 45 variables that have been found to be associated with at-risk students is appended. (JD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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