Publication Date

2015

Document Type

Dissertation/Thesis

First Advisor

Roberts, Patrick A.

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Educational administration||Mentoring in education--Illinois--Northern||Students--Illinois--Northern--Attitudes

Abstract

A suburban high school in Northern Illinois conducted a mentoring program for freshmen students entering the school to assist with transitioning to the new setting. The program, entitled "Link Crew," matched junior- and senior-aged trained peers to groups of freshmen students to share information about the traditions, expectations, and methods to find success in the high school atmosphere. The purpose of this study was to investigate how students who have been involved in a mentoring program talk about and discuss their experience. By understanding student perspective, practicing administrators can become cognizant of students' needs and better prepared to address learning during transition. Eleven participants were interviewed individually to examine which program qualities impacted their student learning, self-efficacy, and ability to be successful in the high school setting. Students who participated in the mentoring program Link Crew as freshmen were audiotaped and interviewed initially during 10th grade to examine the specific themes shared and to identify characteristics and attributes of the mentoring program. Educators and administrators continue to search for interventions for all students in the school setting and methods to assist students through transition. Mentoring has been previously used in school settings for students transitioning from junior high/middle school to the high school setting. This study attempted to identify the perceived impact of mentoring for the students. Through transcribed interviews, specific attributes for effective selection of mentors, program qualities needs, and the potential impact on learning were shared by mentees. This information was coded to identify specific embedded themes and subthemes to assist other administrators and educators in identifying transitional needs and considering the potential of using mentoring as an intervention. Through coding of interview responses, students perceived mentoring as effective when students were open to being mentored through transition, were able to build a trusting relationship between the mentor and mentee, and had time to share interests and more about themselves.

Comments

Advisors: Dr. Patrick Roberts.||Committee members: Dr. Rosita Lopez; Dr. Teresa Wasonga.

Extent

165 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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