The Impact of an Advisor-Advisee Mentoring Program on the Achievement, School Engagement, and Behavior Outcomes of Rural Eighth Grade Students

Autor/in	Herrick, Christopher J.
Titel	The Impact of an Advisor-Advisee Mentoring Program on the Achievement, School Engagement, and Behavior Outcomes of Rural Eighth Grade Students
Quelle	(2010), (117 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Nebraska at Omaha
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1243-5782-9
Schlagwörter	Hochschulschrift; Dissertation; Learner Engagement; Core Curriculum; Mentors; Discipline; Grade Point Average; Standardized Tests; Pretests Posttests; Surveys; Teamwork; Academic Achievement; Student Behavior; Grade 8; Low Income Groups; Economic Factors; Grades (Scholastic); Social Studies; Mathematics Achievement; Science Achievement; Language Arts; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kerncurriculum; Disziplin; Standadised tests; Standardisierter Test; Survey; Umfrage; Befragung; Schulleistung; Student behaviour; Schülerverhalten; School year 08; 8. Schuljahr; Schuljahr 08; Ökonomischer Faktor; Notenspiegel; Gemeinschaftskunde; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur
Abstract	The purpose of this exploratory two-group pretest-posttest comparative survey study was to determine the effect of a team adviser-advisee academic, behavior, and character mentoring program on the achievement, school engagement, and behavior outcomes of eighth grade students determined to be above (n = 21) and below (n = 15) eligibility guidelines for free and reduced price lunch participation during the 2008-2009 school year. For this project, components of student achievement, student engagement, and student discipline were studied among eighth grade students. Student achievement was measured using the Iowa Test of Basic Skills and classroom academic performance. The Iowa Test of Basic Skills include Reading: (a) reading total national standard scores (NSS); Mathematics: (a) mathematics total national standard scores (NSS); and Science: national standard scores (NSS). Classroom performance was measured by the research school districts core curriculum grades (grade point average) for: (a) language arts; (b) mathematics; (c) science; (d) social studies scores; and (e) cumulative grade point average. School Engagement was measured by cumulative participation frequencies for: (a) sports and (b) activities. Behavior was measured by cumulative frequencies for: (a) absences, (b) tardiness, and (c) discipline referrals. The findings of this study indicate that significant growth academically was made over time on standardized tests for all students. There was significant improvement over time in Grade Point Average, and specifically low-income students in language arts, science, and core cumulative GPA closed the gap with non low-income students over time. There were no significant findings in the areas of school engagement or school behavior among the students participating in the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10