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dc.contributor.authorYoung-Norris, Tiffanyen
dc.date.accessioned2019-07-01T04:07:15Zen
dc.date.available2019-07-01T04:07:15Zen
dc.date.issued2019-05en
dc.identifier.urihttp://hdl.handle.net/10675.2/622445en
dc.descriptionRecord is embargoed until 4/29/2020en
dc.description.abstractMentoring has been shown to have a positive impact on student outcomes such as attendance, behavior, and overall connectedness to school. Through strengthening relationships with a non-familial adult, mentoring has also been shown to have a positive impact on student interactions with other adults within the school environment. However, there are many logistical considerations that can adversely impact the implementation of a school-based mentoring program. This study began as a mixed methods study intended to examine the impact of a community-based mentoring program on student discipline referrals and absences. During the course of the study, the scope and methods shifted to become a qualitative study that focused on the implementation of an after-school mentoring program for middle school students. The authors employed a case-study methodology using a variety of data collection methods including interviews with mentors and administrators, a focus group with the mentees, and repeated observations of the mentoring sessions. Thematic content analysis revealed six themes: goals, experiences, perceptions, relationships, challenges to implementation, and sustainability and improvement. Findings suggest that the faculty and staff had a high level of confidence in their leadership which was likely to positively impact the mentoring program, as they were more likely to trust his decisions and work diligently to ensure that his goals for the program were met. Should a mentoring program be implemented, our findings indicated that time and prioritization are imperative to its success. Keywords: mentoring, relationships, leadership, school-based, improvementen
dc.publisherAugusta Universityen
dc.subjectEducationen
dc.subjectimprovement, leadership, mentoring, relationships, school-baseden
dc.titleStronger Together: A Case-Study Analysis of the Implementation of a School-Based Mentoring Program for Middle School Studentsen
dc.typedissertationen
dc.contributor.departmentDepartment of Advanced Studies and Innovationen
dc.language.rfc3066enen
dc.date.updated2019-07-01T04:07:16Zen
dc.description.advisorLinville, Darlaen
dc.description.advisorKim, Do Hongen
dc.description.degreeEd.D.en
dc.description.committeeLord, Edwarden
dc.description.embargo4/29/2020en


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