The literature review discussed risk factors for drop out extensively and presented studies that investigated risk factors for drop out. However, the research design did not clearly tie this research to the study examined by Dennison.
Students considered at-risk were chosen by the school and proper parental consent was obtained. It is not known how at risk students were chosen. Therefore, it cannot be determined it sample bias existed in the sample population. This lack of information regarding the study population makes it difficult to determine if any delimitations existed as well. Selection of Big Buddies was different from that of Little Buddies. Eligible students were required to be junior or seniors and members of the National Honor Society. This significantly limited the sample pool from which to obtain Big Buddies. However, it was felt that a certain level of maturity was needed to work with at risk children. Once…...

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References

Dennison, S. (2000). A win-win peer mentoring and tutoring program; a collaborative model. The Journal of Primary Prevention. 20 (3): 161-174.

Constraints in School Advisory Programs
In an era of high stakes testing and increasing calls for educator accountability for academic outcomes, identifying opportunities to use existing resources to their maximum advantage has assumed new importance and relevance today (Phillipo & Stone, 2013). A growing body of research confirms the importance of school advisory programs in achieving improved academic outcomes, but these initiatives are also characterized by a number of constraints that must be taken into account in order to achieve optimal results. To determine the facts, this paper reviews the relevant literature concerning school advisory programs to identify current theories, explanations, proposed relationships among constructs, as well as existing gaps in this body of knowledge. In addition, a discussion concerning the contradictions, inconsistencies, and ambiguities regarding the findings that emerged from the research concerning school advisory programs is following by a summary of the research and important findings in the…...

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References

Benson, J., & Poliner, R. E. (2013). Designing advisories for resilience. Educational Leadership, 50-55.

Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J. & Pinderhughes, E. (2010). Conduct problems prevention research group. Journal of Consulting and Clinical Psychology, 78(2), 56-168.

Borgeson, P. (2009). Student and teacher perspectives of the effectiveness of middle school advisory programs on sense of belonging. ProQuest Education Journals, 47(3), 224-229

Cohen, M. (2012). Seniors take the lead. Principal Leadership, 13(3), 28-31

Each level influences and is influenced by those around it." (Costa, Kahaneo, Lipton, et al., 2001, p. 2).
Once the teacher understands how their performance and their teaching ability relate to the outcomes of the school as a whole, they will be able to understand the need for peer observation and coaching. They desire better outcomes for the school, but they are not accustomed to the openness of the peer coaching model, as we will see.

Barriers to Success

Through the course of this literature review, several key barriers to the success of peer coaching programs were discovered, Many of the problems related to logistical problems that could be easily solved through time management or creative scheduling. However, some of barriers to success related to the attitudes of the teachers themselves. This barriers will prove much more difficult to resolve.

One of the key barriers to professional development programs is finding time to…...

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References

Bird, T. & Little, J. (1983). An Interim Report of the Application of Research on Faculty Relations to the Implementation of Two School Improvement Experiments. Center for Action Research. ERIC ID 238141: 2-25.

Browne, L. (2006). Proposing a proximal principle between peer coaching and staff development as a driver for transformation. International Journal of Evidence-Based Coaching and Mentoring. 4 (1): 31-44.

Bruce, C. & Ross, J. (2008). A Model for Increasing Reform Implementation and Teacher Efficacy: Teacher Peer Coaching in Grades 3 and 6 Mathematics. Canadian Journal of Education. 31 (2): 346-370.

Costa, a., Kalaneo, D, Lipton, H., Lipton, L., & Yorktown, D. (2001). Holonomy: Paradox and Promise. Cognitive Coaching. Retrieved July 31, 2008 at http://www.cognitivecoaching.com/pdf/article4.pdf.

In addition, the participants were chosen differently between the two groups. The first cohort consisted of students that were chosen by teachers and the second was chosen randomly.
Conclusion

The purpose of this discussion was to examine the role of the mentor in the academic achievement of low-achieving students. The research also focused on History of mentoring, Description of the mentoring process and the relationship between mentoring and student achievement. The research indicates that in most cases studies have found a there is a positive relationship between mentorship and academic achievement. This relationship exists because mentoring provides students with the relationships needed to diminish certain risk factors associates with underachievement.

eferences

Black L.L., Medina S., Elisabeth C. Suarez. (2004) Helping Students Help Themselves: Strategies for Successful Mentoring elationships. Counselor Education and Supervision. Volume: 44. Issue: 1.

Candidate Outcome Indicators: Youth Mentoring Program." The Urban Institute.

Freedman, M. (1993). The kindness of strangers: Adult mentors, urban…...

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References

Black L.L., Medina S., Elisabeth C. Suarez. (2004) Helping Students Help Themselves: Strategies for Successful Mentoring Relationships. Counselor Education and Supervision. Volume: 44. Issue: 1.

Candidate Outcome Indicators: Youth Mentoring Program." The Urban Institute.

Freedman, M. (1993). The kindness of strangers: Adult mentors, urban youth, and the new voluntarism. San Francisco: Jossey-Bass.

Miller a. (2002) Mentoring Students & Young People: A Handbook of Effective Practice. Kogan Page: London.

Some additional common characteristics of and criteria for selecting mentor teachers are: a clearly articulated vision of teaching and learning, knowledge of content, accomplished curriculum developer, professional interests, expressed educational philosophies, and compatible personalities (1986; Feiman-Nemser, 1996; Tillman, 2000). Awareness and facility with mentoring processes are seldom among selection criteria, but are often handled through mentor training mechanisms." Mullinix, 2002) Orientation is based on the five phrases of Ellen Moir's which characterize first-year teacher experiences which are:
1) Anticipation

2) Survival

3) Disillusionment

4) Rejuvenation

5) Reflection

The inclusion of mentoring program in a school is that which shows a clear commitment to students and staff and to traditional values of excellence. Confirmation of the importance of leadership, performance of staff and of a "robust and supportive collegiate community." (SOF eb, 2004)

Skills needed by mentors are:

Always have values-driven purpose

Be aware of the emotional and strategic landscape

Always be responsible

Always be flexible

Conclusion

Mentors are very important to those…...

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Works Cited

Herszenhorn, David, M. (2004) Veteran Teachers in City Schools Help Colleagues Sharpen Skills. Education; New York Times 2004 Nov 1 Online available at [ http://www.nytimes.com/2004/11/01/education/01teach.html?ex=116129600&en=7dc914ee5e7632c1&e ...]

Mullinix, Bonnie B. (2002) Recruiting and Selecting Mentors ED477728 2002-12-00 ERIC Clearinghouse on Teaching and Teacher Education Washington DC. Online available at [http://www.sofweb.vic.edu.au/pd/tchdev/tchmentors.htm]

Darling-Hammond, L. (1996). The quiet revolution: Rethinking teacher development. Educational Leadership, 53(4), 4-10.

Feiman-Nemser, S. (1996). Teacher mentoring: A critical review. ERIC Digests. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. ED 397-060.

As teachers are asked to do more and more by busy and demanding parents, it further fosters collaboration and support among teachers throughout the same school building. The purpose of peer teaching is not to judge the other teachers, but to encourage mutual reflection and analysis of teaching practice. It promotes specific feedback over time, rather than monitors teaching in glimpses, like a visit from a principle. (Robbins, 1991)
Selecting teams (matching teachers)

Teachers can be matched according to experienced/less experienced teachers. However, they can also be matched within subject areas, or across subject areas, such as English and History teacher in a high school. This fosters the potential for cross-fermentation of different disciplinary approaches. Another potential way of pairing teachers might be to have a workshop period, where teachers take a series of exams and do a series of exercises to determine their teaching styles. hile "when making decisions, teachers…...

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Works Cited

Diaz-Maggioli, Gabriel. (2004) Teacher-Centered Professional Development. New York: ASCD.

Marzano, Robert J. (2004) What Works in Schools: Translating Research into Action. New York: ASCD.

Robbins, Pam. (1991) Implementing a Peer Coaching Program. New York: ASCD.

Mentoring and Coaching
Learning strong teaching skills is crucial to students looking to enter into the field of education. Part of their learning comes through experiencing lessons and actually teaching in classroom environments. This can then be augmented with professional guidance. This is essentially the aim of the program examined here. This program focuses on helping provide student teachers with better direction through methods of "support and challenge" (SchoolsWorldTV 2012). This includes providing mentors for student teachers in order to. Student teachers conduct an observed lesson and experiment, which is then gauged by the student teacher's mentor. There are a number of key focuses and findings of this program. The program really highlights the need for "focused feedback" (SchoolsWorldTV 2012). This includes mentors participating in observations of student teachers in order to provide the most detailed and efficient feedback is important. Findings show that student teachers often focus on the negative…...

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References

Henry, Marvin A & Weber, Ann. (2010). Supervising Student Teachers: The Professional Way, R&L Education.

SchoolsWorldTV. (2012). Mentoring Student Teachers: Feedback and Target-Setting, Home, Web  http://www.schoolsworld.tv/node/1999

Clinical Supervision and its Strengths and eaknesses

Annie Pettifer and colleague Lynn Clouder explain in the peer-reviewed journal Learning in Health and Social Care that clinical supervision is commonly used in professional contexts as a way to "guide reflection with the purpose of advancing practice" (Pettifer, 2008, 169). Clinical supervision "…enables critical practice and development of personal knowledge, professional expertise and competence" (Pettifer, 169).

Pettifer mentions that there is no hard and fast rule as to how the clinical supervision model should be presented. There are many interpretations, the author explains, and there is "conceptual ambiguity" as well; but the ambiguity can be explained because there can be no single model that meets all the professional needs of principals. But that said, there is a basic definition of clinical supervision that is presented by the authors:

"…[clinical supervision] is a formal process of support and learning which enables individual practitioners to develop knowledge…...

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Works Cited

Gibble, J.L., and Lawrence, J.D. (1987). Peer Coaching for Principals. Educational Leadership.

Huston, T., and Weaver, C.L. (2008). Peer Coaching: Professional Development for Experienced Faculty. Innovations in Higher Education, Vol. 33, 5-20.

Pettifer, A., and Clouder, L. (2008). Clinical supervision: a means of promoting reciprocity between practitioners and academics. Learning in Health and Social Care, 7(3), 168-177.

Pfeifer, D. (2011). Transforming Staff through Clinical Supervision. Reclaiming Journal,

Peer tutoring was found to be an effective tool for teaching those with learning disabilities to read (Fuchs, Fuchs, and Saenz, 2005). This research supports the use of struggling readers in the first grade for the group that receives the tutoring. First graders that are enrolled in the program are already labeled as learning disabled. Whether their difficulty in reading is caused by an organic deficiency, or an emotional problem, intervention by way of peer tutoring will help to reduce its effects.

Strengthening mentor programs is an essential part of the equation when it comes to academic performance (King, et al., 2002). A strong mentoring program has many benefits for individual students, but it also has benefits for the school as well, including improved overall academic perforce and a decrease in school violence.

Peer mentoring programs were found to be better than intervention programs that used a teacher, especially if the teacher…...

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References

Chard, D.; Kameenui, E.. (2000) Struggling First-Grade Readers: The Frequency and Progress of Their Reading. Journal of Special Education, 34 (1), 128.

Dufrene, BA., Duhon, G.J., Gilbertson, D.N., & Noell, G.H. (2005). Monitoring implementation of reciprocal peer tutoring: Identifying and intervening with students who do not maintain accurate implementation. School Psychology Review, 34(1), 74.

Emler, Nicholas (2002) the costs and causes of low self-esteem. Youth Studies

Australia, 21(3) 45. Retrieved June 21, 2006, from the ULV Academic Search

Health organizations can experience a lot of employee turnover as well as a lot of employee non-performance: talk to any nurse about the phenomenon of "burnout" in the nursing profession, or talk to any hospital administrator about the problem of employee retention, and these issues will be described as relatively commonplace. These problems lead to an issue with what we must call "succession" -- the idea that, as an older generation of professionals passes on, the younger generation is ready to take over. The ideal way to deal with succession issues in a health organization (as well as handle issues such as employee training or employee non-performance) is through a mentorship program. However, a number of issues can hamper the installation of a successful mentorship program, and must be addressed.
One of the chief barriers in establishing such a program, however, has been outlined by Ledlow and Coppola (2013), as…...

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References

Bryant, S. E., & Terborg, J. R. (2008). Impact of peer mentor training on creating and sharing organizational knowledge. Journal of Managerial Issues, 20(1), 11-31.

Cahill, M., & Payne, G. (2006). Online mentoring: ANNA connections. Nephrology Nursing Journal, 33(6), 695-697.

Finley, F. R., Ivanitskaya, L. V., & Kennedy, M. H. (2007, July/Aug.). Mentoring of junior healthcare administrators by senior executives: A description of mentoring practices in 127 U.S. hospitals. Journal of Healthcare Management, 52(4), 260-270.

Ledlow GR and Coppola MN. (2013). Leadership for health professionals. Sudbury, MA: Jones and Bartlett.

Thomas states that she never forgets 'where she came from.' She serves on numerous community boards including the Charlotte Mecklenburg Housing Partnership and the Women's Intercultural Exchange. As a golden life member of Delta Sigma Theta Sorority, Incorporated, Thomas says that the need to be a member of something 'greater than herself' has always been an integral part of her character. She strives to better the community and to better herself through her many charitable efforts.

Thomas is testimony to the power of education and the ability to use one's natural talents for the good of others. Through education, Thomas has continually advanced in her vocational life, bolstering her credentials and framework of knowledge. She has a technical grasp of the power industry with 'people smarts' honed through personal experience and the academic study of management. She has made a passionate commitment to diversity part of her work life, through the…...

School African-American Males Who Are Attending a Community-Based After-School Program
ANTICIPATED ESEACH METHODOLOGY

A qualitative case study would be conducted by the researcher. As described by Gay, Mills, and Airasian (2009), a case study explores and analyzes the behavioral patterns of an exclusive group over an extended period of time. In this approach the researcher analyzes the behavior of the participants while they participate in the intended activities and their response to the outside stimuli. (Gay, Mills, & Airasian, 2009) Case studies are bounded in an approach that connects time (existence) with a place (environment) (Stake, 2005). The case study approach provides the researcher with a stage to examine the patterns of behavior that the individuals portray.

PUPOSE OF THE ESEACH

The purpose of the study is to explore the behaviors of middle-school African-American males who are attending a community-based after-school program. In addition to that, the study will explore how a community-based…...

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References

Afterschool Alliance (2004). After-School alert: Poll report. Retrieved from  http://www.afterschoolalliance.org/documents/polling/poll_jan_2004.pdf 

Apsler, R. (2009). After-school programs for adolescents: A review of evaluation research. Adolescence, 44(173), 1-19.

Baker, J., Rieg, S., & Clendaniel, T. (2006). An investigation of an after school math tutoring program: University tutors+ elementary students = A successful partnership. Education, 127(2), 287-293.

Baker, P. (2005). The impact of cultural biases on African-American students' education: A review of research literature regarding race-based schooling. Education and Urban Society, 37(3), 243-256.

Mentoring in Practice
Situation

The current educational system requires the recruitment of new teachers to meet the increasing student population. However, pre-service or beginning teachers face a variety of challenges associated with their new work environment and expectations. They lack knowledge about their expectations, having little knowledge of the policies of the school and lack of familiarity with their working colleagues. In addition, the new teachers often find themselves struggling with ensuring a balance between the classroom demands and their adjustment to their new working environment. As new professionals in the field, new teachers also face the challenge of curriculum freedom. The challenge is evidenced by the lack of proper guidance and resources required for facilitating effective learning in the school. A recent survey conducted in the school revealed that most of the new teachers in the school faced the challenges of unsupportive environment that failed to recognize their needs. For example,…...

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References

Allen, T.D., and Eby, L.T. 2011. The Blackwell Handbook of Mentoring: A Multiple Perspectives Approach. Hoboken: John Wiley & Sons

Brockbank, A. And McGill, I. 2006. Facilitating Reflective Learning through Mentoring and Coaching. London: Chapter 2.

Colaprete, F.A. 2009. Mentoring in the Criminal Justice Professions: Conveyance of the Craft. Springfield: Charles C. Thomas Publisher, LTD.

Foster-Turner, J. 2006. Coaching and mentoring in health and social care: The essentials of practice for professionals and organizations. Abingdon: Radcliffe.

Mentoring Program: Squid Proposal
Proven Benefits

Mentoring Program Proposal: Company Squid

Proposed mentoring program

NO COSS TAINING AND HIGH TUNOVE ATEES ESULTING IN LACK OF MOTIVATION AMONG EMPLOYEES

One of the largest problems employers face today are high turnover rates. Many times the reasons given for turnover include lack of motivation and career advancement. This proposal will describe tools Squid company can utilize immediately to reduce high rates of turnover and increase employee motivation. The company will save thousands of dollars as demonstrated by the proposal table.

Squid company employees more than 10,000 employees from across the world. Many of these employees seek career advancement, but have few resources available to them to allow them to realize their goals. In an ever-changing market, it is more important than ever that employers' recognize the need for cross training and mentoring. Mentoring is a tool that can provide employees with the knowledge they need to advance their careers,…...

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References:

Abrams, D., Wetherell, M.S., Cochrane, S., Hogg, M.A., & Turner, J.C. (1990). Knowing what to think by knowing who you are: A social identity approach to norm formation, conformity and group polarization. British Journal of Social Psychology, 29: 97-119.

Aldaq, R.J., & Fuller, S.R. (1993). Beyond fiasco: A reappraisal of the groupthink phenomenon and a new model of group decision processes, Psychological

Bulletin, 113: 533-52.

Ashforth, B.E., & Mael, E. (1989). Social identity theory and the organization. Academy of Management Review, 14: 20-39.

Indeed, the heightened emphasis on standardized testing and other practices related to No Child Left Behind has created a condition wherein the principal is found to be largely at the center of an array of very inflexible demands. The result is that the principal's performance evaluation is directly connected to the capacity of the school and its students to comport with the standards created by such legislation. Therefore, principals are increasingly finding it necessary to take a hands-on approach to providing leadership in public schools. The degree to which the experience and insight of the mentor can be instrumental in facilitating this capacity is significant.
As Lave & enger (2005) contend, there is a distinctly beneficial impact to the developing educational leader in exposure to a well-suited mentor. This is true at every level of education, where the challenges that can be disruptive are approached with strategies that have been…...

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Works Cited:

Conway, C.M. (2006). Navigating Through Induction: How a Mentor Can Help. Music Educators Journal, 92(5), 56-60.

Cook, E.P., Heppner, M.J., & O'Brien, K.M. (2005). Multicultural and gender influences in women's career development: An ecological perspective. Journal of Multicultural Counseling and Development, 33.

Craig, T. (2008). Spotlight on Mentoring Programmes. Peronnel Today.

Daresh, J. (2001). What is Mentoring and Why Is it So Important. Leaders Helping Leaders.

1. The Language Barrier: A Formidable Obstacle for Immigrant Students in Higher Education

Challenges faced by immigrant students with limited English proficiency
Strategies for overcoming linguistic barriers in the classroom and beyond
The role of language support services and resources in facilitating academic success

2. Cultural Differences and the Impact on Educational Experiences

Cultural norms and values that may differ between immigrant students and faculty
Misunderstandings and communication barriers resulting from cultural differences
Strategies for fostering cultural sensitivity and inclusivity in the higher education environment

3. Financial Challenges and the Burden on Immigrant Students

Socioeconomic disparities faced by immigrant families and their....

Community Collaboration in Preventing and Addressing Child Abuse

Child abuse is a pervasive societal issue that requires a multifaceted approach to prevention and intervention. Communities play a critical role in fostering safe environments for children by implementing comprehensive strategies that engage stakeholders, promote awareness, and enhance support systems.

1. Establish a Community Coalition:

Bring together representatives from various sectors, including law enforcement, healthcare, social services, education, faith-based organizations, and community groups.
Facilitate open dialogue, share information, and develop a coordinated plan for prevention and response.

2. Promote Awareness and Education:

Launch public awareness campaigns to educate communities about the signs and symptoms of....

1. Create a safe and non-judgmental environment: The structure of group counselling sessions should prioritize creating a safe and supportive space where participants feel comfortable sharing their experiences and struggles with alcohol addiction without fear of criticism or judgement.

2. Establish clear rules and boundaries: Setting clear rules and boundaries for group members can help promote a sense of unity and support, as it ensures that everyone is on the same page and understands the expectations for participation and behavior during the sessions.

3. Encourage active participation: Group counselling sessions should be designed to encourage active participation from all members, as this....