國立虎尾科技大學 |

School-Based Peer Mentoring in High School : = A Program Evaluation Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	School-Based Peer Mentoring in High School :/
其他題名:	A Program Evaluation Study.
作者:	Cooper, Felicia Cecile.
面頁冊數:	1 online resource (99 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	School counseling. -
電子資源:	click for full text (PQDT)
ISBN:	9780355158229

School-Based Peer Mentoring in High School : = A Program Evaluation Study.
Cooper, Felicia Cecile.

School-Based Peer Mentoring in High School :A Program Evaluation Study. - 1 online resource (99 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--University of West Georgia, 2017.

Includes bibliographical references

The dissertation is an initial investigation of a peer mentoring program in a suburban high school in the southeastern United States. Additionally, the Peer Mentoring Program (PMP) study examined whether the Program improves academic performance and attendance, and decreases referrals. Utilizing an experimental design, a Participant and a Nonparticipant group were compared based on archival summative data. The Participant group met with a 10 th--12th grade assigned peer mentor, while the Nonparticipant group with equal group qualifications, did not. Quantitative analysis, resultant from an independent t-test and d effect size analysis for each inquiry, with further application of the Welch t test to the attendance data and the additional Mann-Whitney U test to the referrals data, provided interpretive results. Findings revealed the increased likelihood of the PMP to improve attendance. Findings further indicated the school's Peer Mentoring Program did not improve academic performance or decrease referrals. It was concluded that the PMP is indicated for employment with mentees who are interested in improving attendance. The PMP improvement initiative is recommended to (a) utilize the PMP evaluation, (b) incorporate an evidence-based student success model such as the Student Success Skills (Webb & Brigman, 2007), (c) provide a dedicated program coordinator, and (d) add fun and enjoyable activities. Further study with the application of a true experimental design utilizing pre-and post-data results as well as incorporating a qualitative analysis is recommended.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355158229Subjects--Topical Terms:

1181607
School counseling.
Index Terms--Genre/Form:

554714
Electronic books.

School-Based Peer Mentoring in High School : = A Program Evaluation Study.
LDR:02833ntm a2200349Ki 4500 001 920274
005 20181203093936.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355158229
035 $a (MiAaPQ)AAI10599535
035 $a (MiAaPQ)westga:10164
035 $a AAI10599535
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Cooper, Felicia Cecile. $3 1195020
245 1 0 $a School-Based Peer Mentoring in High School : $b A Program Evaluation Study.
264 0 $c 2017
300 $a 1 online resource (99 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Susan R. Boes.
502 $a Thesis (Ed.D.)--University of West Georgia, 2017.
504 $a Includes bibliographical references
520 $a The dissertation is an initial investigation of a peer mentoring program in a suburban high school in the southeastern United States. Additionally, the Peer Mentoring Program (PMP) study examined whether the Program improves academic performance and attendance, and decreases referrals. Utilizing an experimental design, a Participant and a Nonparticipant group were compared based on archival summative data. The Participant group met with a 10 th--12th grade assigned peer mentor, while the Nonparticipant group with equal group qualifications, did not. Quantitative analysis, resultant from an independent t-test and d effect size analysis for each inquiry, with further application of the Welch t test to the attendance data and the additional Mann-Whitney U test to the referrals data, provided interpretive results. Findings revealed the increased likelihood of the PMP to improve attendance. Findings further indicated the school's Peer Mentoring Program did not improve academic performance or decrease referrals. It was concluded that the PMP is indicated for employment with mentees who are interested in improving attendance. The PMP improvement initiative is recommended to (a) utilize the PMP evaluation, (b) incorporate an evidence-based student success model such as the Student Success Skills (Webb & Brigman, 2007), (c) provide a dedicated program coordinator, and (d) add fun and enjoyable activities. Further study with the application of a true experimental design utilizing pre-and post-data results as well as incorporating a qualitative analysis is recommended.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a School counseling. $3 1181607
650 4 $a Secondary education. $3 1179560
650 4 $a Educational sociology. $3 555555
655 7 $a Electronic books. $2 local $3 554714
690 $a 0519
690 $a 0533
690 $a 0340
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of West Georgia. $b Counseling. $3 1191565
773 0 $t Dissertation Abstracts International $g 79-01A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10599535 $z click for full text (PQDT)