The ABC of Peer Mentoring--What Secondary Students Have to Say about Cross-Age Peer Mentoring in a Regional Australian School

Autor/inn/en	Willis, Paul; Bland, Robert; Manka, Louise; Craft, Cec
Titel	The ABC of Peer Mentoring--What Secondary Students Have to Say about Cross-Age Peer Mentoring in a Regional Australian School
Quelle	In: Educational Research and Evaluation, 18 (2012) 2, S.173-185 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2011.650920
Schlagwörter	Mentors; Student Attitudes; Focus Groups; School Support; Interpersonal Relationship; Peer Relationship; Foreign Countries; Social Support Groups; Qualitative Research; Problem Solving; Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Schulförderverein; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Peer-Beziehungen; Ausland; Social support; Soziale Unterstützung; Qualitative Forschung; Problemlösen; Australien
Abstract	Cross-age peer mentoring is an educational model that builds on peer support and mentoring to assist young people to enhance social relationships, develop cognitive skills, and promote positive identity development. In this article, we outline the evaluation process of a cross-age peer-mentoring program implemented in an Australian secondary school. This program had a distinctive focus on blending cross-age peer mentoring, academic tutoring, and social support roles. We focus on the program's consumers--the voices of Year 7 students (mentees) and Year 10 students (mentors). Student perspectives were gathered using qualitative methods through repeated focus groups. Data were thematically analysed, and the findings show observed changes in social relationships, problem-solving skills, and engagement with literacy. We discuss the importance of this relationship for effective learning and examine the reported changes to engagement with relationship building. Implications for developing whole-of-school support and increasing wider participation are discussed. (Contains 1 table and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10