Mentorship for Post-Secondary Preparedness

Autor/in	Carlson, Derek J.
Titel	Mentorship for Post-Secondary Preparedness
Quelle	(2023), (212 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Morehead State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-8863-5
Schlagwörter	Hochschulschrift; Dissertation; Mentors; College Readiness; Teacher Student Relationship; High School Students; Decision Making; Futures (of Society); Counselor Role; Guidance; School Counselors; Visual Aids; Academic Aspiration; Occupational Aspiration + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teacher student relationships; Lehrer-Schüler-Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Decision-making; Entscheidungsfindung; Future; Society; Zukunft; Beratung; School counselor; Beratungslehrer; Pädagogischer Berater; Anschauungsmaterial; Berufsneigung; Berufsziel
Abstract	High school administrators, teachers, coaches, and guidance counselors, collectively termed as educators, are responsible for educating teenage students while preparing them for adult life. High school students culminate their education not just with a diploma, but also a decision about what to pursue as an adult. Although there is a common desire for students to succeed in whatever their chosen endeavors, there are limited structured interactions for educators to guide students to achieve their ambitions. In broad terms, teachers focus on their curriculum and instruction and guidance counselors focus on counseling and reporting requirements. The lack of intentional mentorship has compounded the difficulty students have in deciding what to do after high school. Students require more reliable information earlier during their high school years than what is typically offered (Cranmore et al., 2019; Johnson et al., 2016). Student situations are further compounded with school guidance counselors focused on mandated counseling requirements and teachers focusing on singular subject areas so that when students can work with an educator to plan for after high school plans, they have missed prerequisite opportunities that could have better aligned with their ambitions (Blake, 2020). Receiving limited information just prior to graduation causes students to either graduate high school unprepared, graduate underprepared, become reliant on a noneducational mentor(s), become self-reliant, set lower personal goals, or struggle to elicit mentorship from a trusted educator (Cranmore et al., 2019; Johnson et al., 2016; Robinson & Roksa, 2016). This capstone creates post-secondary mentorship and decision-making training for Florida educators and offers the use of a multiyear planning tool to focus students to identify their ambitions in personal, professional, and financial areas of interest. Mentorship and planning should enable students to understand themselves and their environments enhancing their potential to attain their full ambitions. The visualization provided in the planning tool leverages a concise chronological depiction so that educators and students can quickly identify decision points and prerequisite requirements; locate and eliminate friction points; and seize possible opportunities to assist each student to achieve his/her specific, achievable, realistic, and timely goals. [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	2024/1/01