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Published: 4 June 2021
Last updated: 10 March 2023

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1

Langenbrunner, Mary R., and Jamie Branam Kridler. "Peer Mentoring." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3488.

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2

Webb, Melessia D. "“Peer Mentoring and Tutoring”." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/8499.

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3

Merriman, Carolyn S., P. Ramsey, and S. Blowers. "Peer Mentoring and Peer Tutoring for Disadvantaged Students." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/8460.

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4

Merriman, Carolyn S., P. Ramsey, and S. Blowers. "Peer Mentoring: Promoting Nursing Students Academic Success." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/8455.

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5

Thompson, Craig Lee. "Specialist Peer Mentoring of Autistic University Students." Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/80391.

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This thesis aimed to explore the experiences of autistic university students participating in their studies supported by specialist peer mentoring and the effect this mentoring had on them, their mentors, and their parents. Specialist peer mentors received training to facilitate a successful partnership between mentors and autistic students which improved participation at university and social competence. Specialist peer mentoring also improved the relationships between the autistic student’s parents and their mentors.
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6

Bosman, Vincent Charles. "A dyadic analysis of undergraduate peer-mentoring relationships in the context of a formal peer-mentoring programme at a university residence." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96816.

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Thesis (PhD)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: This study explores the potential reciprocal growth in undergraduate peer-mentoring relationships in the context of a formal peer-mentoring programme at a first-year university residence from a dyadic relational perspective. The investigation adopted a case study research design to study four dyads from a relational point of view within the context of a formal peer-mentoring programme at a university residence. The study used purposive selection procedures to identify actively participating dyads that could contribute to providing a rich description of the research problem. The study was premised on the assumption that, as a reciprocal relationship, peer mentoring is an effective means of facilitating the transition from school to university, and that universities have a joint responsibility in this regard. At the end of the mentorship year, a semi-structured, in-depth interview covering both the psychosocial and academic issues related to their experiences was conducted from a relational perspective with each of the four dyads to harvest their perceptions and lived experiences as participants. Finally, the interviews were processed and subjected to monadic as well as dyadic analysis to develop an understanding of the internal dynamics of each mentoring dyad. The study addressed a number of lacunae, such as the paucity of theoretically underpinned research and mentoring theories in student-peer mentoring, by introducing into peer-mentoring research the triple theoretical framework of social constructionism (constructing meaning by acknowledging the value of a sense of social interdependence as opposed to individual independence), relational theory (acknowledging the reciprocal nature of the mentoring relationship rather than focussing on the single perspective of the mentor or mentee), and the principles of Ubuntu (an African cultural belief system stressing the value of relational interdependence for existence, the importance of family and extended family support, and spirituality). In exploring the theoretical challenges endemic in peer-mentoring research, the study examined role-model theory, attribution theory, attachment theory, and involvement and social integration theories to abstract and highlight elements pertinent to the field of peer-mentoring research. In addition, the study developed a multi-perspective development process for the selection of theories; a theoretical framework for the analysis and interpretation of the data using the computer program ATLAS.ti., as well as a dyadic process for analysing mentoring dyads both from a monadic and dyadic perspective. Finally, the study recontextualised and expanded the meaning of key concepts culled from the literature for use in future peer-mentorship research. Given the rich perspective this study provided on the reciprocal nature and dynamics of peer mentorship on the theoretical, conceptual and practical levels, the research has made a contribution to raising awareness of this crucial field, which could stem the relentless tide of costly attrition.
AFRIKAANSE OPSOMMING: Hierdie studie verken die potensiële wedersydse groei in voorgraadse portuurgroepverhoudinge in die konteks van formele portuurgroep-mentorprogramme by ʼn eerstejaar-universiteitskoshuis vanuit ‘n diadiese perspektief. Die ondersoek maak gebruik van gevallestudie as navorsingsontwerp om vier diades binne die konteks van ‘n formele portuurgroep-mentorprogram by ‘n enkele universiteitskoshuis vanuit ‘n verhoudingsperspektief te bestudeer. Daar is van doelgerigte seleksie gebruik gemaak om aktiefdeelnemende diades te identifiseer wat ‘n deeglike beskrywing van die navorsingsprobleem kon lewer. Die studie gaan van die veronderstelling uit dat portuurgroepondersteuning as ‘n wedersydse verhouding ‘n effektiewe manier is om die oorgang van die skool na universiteit te fasiliteer en dat universiteite ‘n gesamentlike verantwoordelikheid het in dié verband. Aan die einde van die mentorskapjaar is ‘n semi-gestruktureerde in-diepte onderhoud wat sowel die psigososiale en akademiese aspekte wat verband hou met hulle ervarings gedek het, vanuit ‘n verhoudingsperspektief met elkeen van die vier diades gevoer om hulle persepsies en belewings op te teken. Uiteindelik is die onderhoude geprosesseer en onderwerp aan sowel monadiese- as diadiese analise om ‘n begrip te ontwikkel van die interne dinamika van elke mentorpaar. Die studie het ‘n aantal leemtes probeer beredder soos die gebrek aan teoreties gefundeerde navorsing en mentorteorieë ten opsigte van portuurgroepondersteuning deur ‘n drievoudige teoretiese raamwerk van sosiale konstruksionisme (om betekenis te konstrueer deur die waarde van ’n sin van sosiale interafhankliheid eerder as individuele onafhanklikheid te erken), relasionele teorie (die erkenning van die wedersydse aard van die mentorverhouding eerder as om op die enkelperspektief van die mentor of persoon wat gementor word te fokus) en die beginsels van Ubuntu (’n kulturele geloofsisteem wat klem lê op verhoudingsinterafhanklikheid vir bestaan, die belangrikheid van familie en uitgebreide familie-ondersteuning en spiritualiteit) aan te wend. In ‘n poging om die teoretiese uitdagings endemies aan die navorsing van portuurmentorskap te beskryf, het die studie rolmodelteorie, gehegtheidsteorie en betrokkenheid- en sosiale integrasieteorieë ondersoek om die elemente eie aan die veld van portuurgroepondersteuning te abstraheer en te belig. Daarby het die studie ’n multiperspektief-ontwikkelingsproses daargestel vir die seleksie van teorieë; ’n teoretiese raamwerk vir die singewingsproses van datahantering deur die rekenaarprogram ATLAS.t.i., sowel as ’n diadiese proses vir die analisering van mentordiades vanuit sowel ’n monadiese- as diadiese perspektief. Laastens het die studie die betekenis van sleutelkonsepte wat in die literatuur voorkom, gerekontekstualiseer en verbreed vir gebruik in toekomstige navorsing oor portuurmentorskap. Gegewe die ryk perspektief wat hierdie studie verskaf op die wedersyde aard en dinamika van portuurmentorskap op teoretiese, konseptuele en praktiese vlakke, het dit ‘n bydrae gemaak tot ’n verhoogde bewustheid van hierdie baie belangrike veld en sal moontlik in die toekoms die groot uitvalsyfer onder studente kan teëwerk.
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7

Merriman, Carolyn S. "The Effects of Peer Mentoring Among Nursing Students." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/8450.

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8

Gwyn, Lydia, and Jonathan Wilson. "Lessons Learned While Developing a Peer-Mentoring Program." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4866.

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With the objective of addressing declining university retention rates, the Sherrod Library at East Tennessee State University (ETSU) developed a peer-mentoring program in 2017. The Library Ambassador Program entails hiring undergraduates each fall and offering them two semesters of information literacy training. In their third semester, ambassadors are deployed across campus to help students with research. This presentation will discuss ETSU’s Library Ambassador Program as it moves into its second year and the lessons learned along the way. Participants wishing to create their own peer-mentoring program will come away with practical advice on developing a timeline for implementation, handling the day-to-day logistics of student workers and designing a curriculum rooted in information literacy.
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9

Haines, Geoff. "Peer mentoring: providing a partnership for guidance through school /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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10

Casey, Katherine. "Effectiveness of peer mentoring in first-year program classrooms." Thesis, San Jose State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1541493.

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First-year programs (FYPs) for college students offer extended orientation to campus resources and provide first-time freshmen with essential skills for academic success, and many believe that the effectiveness of FYPs increases with the presence of peer mentors. The present study measured the added effectiveness of peer mentoring in FYP classrooms with knowledge of campus resources as a dependent measure. Ninety one first-year students in nine sections of FYP classes participated in this quasi-experimental study. Seven of the classes had peer mentors (n = 70), and the two control classes (n = 21) did not have peer mentors in the classroom. A 30-item questionnaire regarding the use and location of several campus resources was administered in the first two weeks of the Fall 2009 semester and again in the last two weeks of the semester. A repeated measures analysis of variance (ANOVA) revealed a main effect of time (change between Testing Time 1 and Testing Time 2) and an interaction effect of time and group (students with peer mentors, controls without peer mentors), on knowledge of campus resources. Students with a peer mentor started out with less knowledge of campus resources, and finished the semester with a similar level of knowledge, when compared to controls. The results only partially supported the research hypothesis that students with peer mentors in their FYP classes learned more about campus resources when compared to students without peer mentors. GPA scores for the first semester at the university did not differ between groups.

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11

Phillips, Rosalyn May. "The impact of peer mentoring in UK higher education." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2290.

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The present thesis is an investigation into the impact and role of formal peer mentoring programmes as retention and enrichment strategies within UK Higher Education. Reviews of the literature highlighted several limitations within the empirical evidence for benefits of mentoring schemes. This thesis systematically evaluated the availability and impact of peer mentoring schemes within UK Higher Education. Firstly, a new measure of wellbeing was constructed and validated in student samples. A UK wide survey of 94 Universities supported the notion of increasing popularity of formal peer mentoring schemes and demonstrated the perceived benefits of peer mentoring as a retention strategy. Employing a theoretically driven longitudinal methodology a controlled comparison between first year students’ attending a UK university with a peer mentoring scheme versus a university without a peer mentoring scheme further substantiated the benefits of peer mentoring. Those within the peer mentoring university were three times less likely to think of dropping out of university, were coping better with the transition to university and were better adapted to university life: an important predictor in intention to leave. The relationship between peer mentoring and intention to leave was mediated by integration in university as proposed by Jacobi (1991). In support of the ‘buffering’ hypothesis existence of peer mentors moderated the relationship between predicted changes in social support, affect and self esteem during the transition to university. Within the fourth research study of first year students at a Scottish university; attitudes towards the introduction of a peer mentoring scheme within a university without such a scheme was investigated. Results indicated a positive perception of mentoring, with no student stating that they would not seek advice from a peer mentor if one was available. Although individuals who were experiencing greater levels of stress and homesickness were more likely to indicate they would use a peer mentor demographic variables did not differentiate between individuals who wanted peer mentors and those who felt less need. The most important attributes of a peer mentor for this sample of 158 first year students were commitment to the scheme and listening skills. Finally the impact of formal peer mentoring schemes within Higher Education was assessed from the perspective of the mentor, employing a qualitative (focus group) methodology at a university with an established peer mentoring scheme. Multiple benefits were indicated including personal, emotional, and academic advantages of becoming a mentor. All of the mentors within this study highlighted numerous motives for becoming a mentor although most important was their own previous experience (negative and positive) of the peer mentoring scheme. The results of each study are discussed in line with previous literature, limitations of the research and suggestions for future research. This thesis concludes that formal peer mentoring schemes can have a positive impact on the mentees, mentors and institutions involved and specifies nine recommendations for policy and practice.
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Singleton, Myra Haney. "Evaluation of a College of Medicine Peer-Mentoring Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2488.

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Peer-mentoring experiences in higher education have been largely effective largely effective, however institutions implement them differently. The focus of this program evaluation was a peer-mentoring program at a medical school in the southeastern region of the United States, which had not previously been evaluated. Guided by Kolb's experiential learning theory, the purpose of the evaluation in this study was to examine whether the peer-mentoring experience was perceived as helpful to new students and how students thought the program could be improved. The sequential mixed-method design consisted of a survey of 179 students and interviews of 8 students. A thematic analysis of qualitative data was completed using a constant comparative approach. The qualitative data revealed that students perceived the program as having had a positive effect on their confidence in succeeding in school. They felt more committed to completing school, were more likely to use resources, and reported that peer-mentoring positively affected their learning. The findings also provided recommendations for program refinement related to the selection process, increased opportunities for individual mentoring, systematic documentation for study strategies, and additional group activities. These recommendations were included in the evaluation report. Evaluation results have important implications for positive social change at the local college of medicine that include peer support to ensure retention, facilitated discussion on coping strategies and sources of support, and academic success for students.
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Salasa, Niamat. "The relationship between transformational leadership, trust and peer mentoring: An exploratory study of the Peer Mentoring Programme at the University of the Western Cape." University of the Western Cape, 2012. http://hdl.handle.net/11394/4522.

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Magister Commercii (Industrial Psychology) - MCom(IPS)
Transformational leadership has received considerable attention within the organizational sphere in the last decade. Leadership in higher education institutions has also received attention as there is a concern about the retention rates of students. Academic leaders have identified unclear educational goals, dissatisfaction with academic programmes, and unclear career objectives as reasons for student attrition. Therefore, skills training and development programmes became the priority of academic institutions for the purpose of retaining students to sustain a competent and efficient workforce generation in all spheres. The University of the Western Cape’s Peer Mentoring Programme offers a strategy to increase retention of students because it addresses several causes of student drop out such as, inadequate academic preparation for tertiary institutions, lack of knowledge about social or academic resources and adapting to new surroundings for first year students. Based on a review of empirical findings, this research elucidated the theoretical terrain of mentoring, transformational leadership and trust. The exploration of the literature highlighted the similarities and differences between transformational leaders and mentors are discussed. An adapted version of the Multifactor leadership questionnaire (MLQ), and the workplace trust survey (WTS) was administered to a sample of 54 mentors in a university’s peer mentoring programme within the Western Cape South Africa. The University of the Western Cape’s peer mentoring programme (PMP) was utilised as a case study and a convenience sampling approach was employed. The results emanating from this research indicate that there is a significant relationship between transformational leadership and trust. Biographical variables namely gender, age and previous experience within the mentoring programme as a follower (mentor) were examined amongst the sample of PMP to determine if any of the variables contributed towards the differences in perceptions of transformational leadership and trust in the leader (head mentor). These biographical variables demonstrated no significant difference in transformational and trust levels. Notwithstanding the limited generalizability of this study, implications for research and practice are suggested and recommendations are made to facilitate improved functioning of the PMP.
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Webb, Melessia D. "“The Effects of Peer Mentoring-Tutoring on Nursing Students Academic Outcomes"." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/8498.

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Frank, Brittany Hattie. "Implementation of a Peer Mentoring Program for Undergraduate Student Nurses." Diss., North Dakota State University, 2018. https://hdl.handle.net/10365/28077.

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Stress is evident among undergraduate nursing students (Raymond & Sheppard, 2018). Throughout their education, nursing students experience high academic demands and are exposed to numerous stressors. High stress can lead to anxiety, depression, and poor physical health (National Institute of Mental Health, n. d.). Positive coping mechanisms need to be in place in order for undergraduate nursing students to prevent the negative effects of stress. Mentoring has been shown to decrease stress levels and enhance self-esteem by providing social support (Demir et al., 2014). Mentoring consists of a relationship between a mentee (a novice nurse or student) and a mentor (a more experienced nurse or student). Mentors provide knowledge, guidance, and enhance the mentee?s learning (Brown, 2012). Mentees participate by communicating areas of need or concern. Numerous benefits occur from mentoring related to both the mentor and mentee. Based on the need for stress relief among the undergraduate nursing population, a mentoring program was developed and implemented in an urban School of Nursing. The program was targeted to students in the pre-licensure BSN program, including senior and junior students as mentors and sophomore students as mentees. The duration of the program was eight weeks during fall semester, in which students were encouraged to meet face to face, via phone, or skype weekly for approximately 30 minutes. The program was geared toward the needs of the students, however, topics of discussion regarding stress relief, study skills/time management, leadership, and social support were offered as a guide. Students were self-directed through the program. The program was evaluated through a mid and post program survey that assessed quantitative feedback using a Likert scale and qualitative feedback for coping skills for stress relief, self-esteem, and program logistics. Data was collected at mid program and program completion. Surveys were sent via email using an anonymous link through Qualtrics. Overall, the mentoring program had a positive impact. Mentors developed leadership skills, confidence, and personal satisfaction. Mentees gained study habits, confidence, and social support. Both mentors and mentees described positive coping mechanisms for stress. The majority of participants recommended to continue the program at this organization.
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Rinzin, Tshewang. "Peer mentoring: A professional development tool for teachers in Bhutan." Thesis, Rinzin, Tshewang (2020) Peer mentoring: A professional development tool for teachers in Bhutan. PhD thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/57614/.

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Teacher professional development is important to provide ongoing opportunities for teachers to enhance their teaching and learning practices. This study investigated ways in which peer mentoring may support the development of a professional learning community among beginning and experienced teachers in Bhutan. A social constructivist perspective framed the approach to peer mentoring which encouraged both beginning and experienced teachers to use evidence from classroom observations and engage in social interaction during the post-lesson discussions. The study used qualitative methodology to explore and understand the teachers’ authentic experiences of peer mentoring. The participants were four groups of three teachers (two beginning and one experienced) working in four different schools in Bhutan. Multiple data sources included pre-peer mentoring survey, semi-structured interviews with the teachers, observation notes maintained by the participants and researcher’s onsite observation notes. The findings confirmed that peer mentoring provided opportunities for teachers to collaborate, discuss and share new ideas with each other. In addition, observations and discussions helped teachers analyse and refine their teaching and learning practices. Initially some beginning teachers found it difficult to provide feedback to the experienced teacher in their group but over time the observation tool and collegial discussions enabled them to provide feedback. The peer mentoring enabled beginning teachers to be more confident in their practices and provided opportunity for experienced teachers to rethink their teaching and learning practices. The findings also highlighted inherent challenges related to managing classes for observations and time constraints for post-lesson discussions. For the groups that met regularly, mentoring as a school-based professional development provided opportunities to share knowledge, resources and improve collegial support. This offered possibilities for creating an effective learning environment that supported instructional development and helped in building a professional learning community.
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Belotti, Christina L. "Cross-Age Peer Mentoring to Improve Sixth-Grade Student Reading." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2787.

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In a middle school in the southern United States, administrators and teachers are concerned that approximately 40% of sixth-grade students are reading below grade level despite intervention programs. The purpose of this mixed-methods case study was to inquire whether a cross-age peer mentoring program would improve sixth-graders' reading achievement and motivation to read. The theoretical framework for the study was Vygotsky's constructivist theory, with a focus on scaffolding. Research questions focused on sixth-grade students' perception of their participation in a cross-age peer mentoring program and the effect of the program on reading achievement and motivation. Data were collected through pre- and post administrations of the Standardized Test for the Assessment of Reading (STAR) and the Motivation to Read Profile (MRP), observations during the mentoring sessions, and interviews with the 6 sixth-grade participants. STAR and MRP scores indicated that each sixth-grade participant demonstrated reading growth and an increase in motivation to read. Observations revealed positive interactions between the 6 mentors and mentees, and during the interviews, participants described the mentoring program as beneficial to reading growth. The findings from the study led to the development of a professional development project for teachers. The results of this study related to social change indicated that participation in a cross-age peer mentoring program may increase students' reading achievement and motivation to read. The professional development project for teachers and administrators is designed to assist educators in designing and implementing peer mentoring programs to improve reading achievement.
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House, Lawrence Duane. "The influence of a group mentoring program on adolescents' parent and peer relationships." restricted, 2005. http://etd.gsu.edu/theses/available/etd-04212005-113021/.

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Summers, Jessica E. "Starting a school-based peer mentoring program for Douglas County Partners." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/JSummers2006.pdf.

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Buzzard, Barbara J. "Peer mentoring : a model of professional development for experienced teacher pairs." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30840.

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A model using peer support in mentoring as a way of professional development was produced from an extensive literature search. It set out to suggest strategies to optimise the peer mentoring process between two experienced primary teachers in science teaching. The two year study subsequently collected data from 24 teachers, 12 of whom were participating in an in-service science programme. After one team five mentor pairs were selected as a research cohort for more detailed monitoring. Biographical and demographic information, views and beliefs about teaching and learning in science, and data about the research cohort teachers' understandings of mentoring, was collected. The data from the research cohort teachers' understandings of mentoring was compared with questionnaires from a sample of over 100 different primary and secondary teachers. The strategies and activities carried out by the research cohort teacher pairs was monitored through questionnaires, interviews, regular individual researcher/tutor-teacher mentoring meetings, periodic collective group meetings, teachers' logs and completed proformas and tape and video recordings.;Following the data collection and analysis the Framework used in the Project was reviewed and moderated. It was also found that access to a mentor increased the research cohort teachers' sense of well being and confidence to teach science. The implications of the study are that mentoring can be a manageable activity for some, self-selected teachers.
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Gwyn, Lydia C., and Jonathan Wilson. "Making the Transition: Developing a Peer-Mentoring Program Targeting Transfer Students." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6137.

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In 2017, the ETSU Library developed a peer-mentoring program targeting transfer students from local community colleges. The intent was to ease the transition from community college to our four-year university, to help students establish an ETSU identity before arriving on campus, and to offer undergraduates research help from trained peers.
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Gwyn, Lydia C., and Jonathan Wilson. "Developing a Peer-Mentoring Program to Expand Information Literacy across Campus." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6135.

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In an effort to expand information literacy throughout our institution and to reach students who may not make it to the library for research help, our library faculty have developed a peermentoring program. The Library Ambassador Program entails hiring undergraduate students, providing them with two semesters of information literacy instruction and deploying them across campus to help students with their research.
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McHenry, Kristen L. "Mentoring in Health Care: Improving Patient Outcomes through Structured Peer Guidance." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/2543.

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McHenry, Kristen L. "Mentoring in Health Care: Improving Patient Outcomes through Structured Peer Guidance." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5442.

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Scribner, Lori. "Peer Mentoring Effect on Student Satisfaction at a Two-Year Institution." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7931.

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Student satisfaction has been linked to student persistence with higher retention rates (Edens, 2012). A correlation has been established linking academics, social integration, and retention (Collings, Swanson, & Watkins, 2014). Peer mentoring contributes to student satisfaction by helping students adapt to the culture of the institution. Peer mentoring is a way to help with social integration. Mentoring connects academic integration, social integration, and goal commitment (Collings et al., 2014). A research study examined the relationship between a peer mentoring intervention and student satisfaction with a private two-year higher education institution. The purpose was to answer the following question: Did the addition of a peer mentoring intervention program for first-term students increase student satisfaction with the institution? Fifty-nine first-term Allied Health and Nursing students from a post-secondary private institution participated in the research. A peer mentoring intervention was provided to the treatment group. The ATA Career Education Student Satisfaction survey was used as the measurement instrument. Descriptive analysis examined the differences between the groups. An analysis of covariance (ANCOVA) was then able to investigate a peer mentoring intervention and the effect it had on the student’s perception of satisfaction with the institution. Multiple regression analysis explored correlations between groups, program of study, education status, gender, race, age, and post-test survey. The results were able to determine that there was a significant increase in student satisfaction after a peer mentoring intervention was implemented.
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Andreanoff, Jill. "In what ways does peer coaching contribute to the academic attainment of higher education students?" Thesis, Oxford Brookes University, 2015. https://radar.brookes.ac.uk/radar/items/dfb63d59-c65f-4823-b7ae-a37c4cecb476/1.

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Peer support interventions have been widely used within the Higher Education sector as a means to enhance student success and retention. However, much of the evidence to measure the impact of mentoring and coaching has relied on anecdotal, self-reported evidence from the participants. In addition there is much confusion in the terms to describe peer support interventions making it difficult to compare and contrast the different programmes. The need for evidence of a more robust, quantitative nature has long been called for by a number of authors such as Jacobi (1991), Capstick (2004) and Medd (2012). This is a mixed methods case study of an extant coaching programme in Higher Education in the UK. It makes explicit the process of the peer coaching intervention by use of individual case stories and measures the impact of the peer coaching on academic attainment in the form of module grades. In addition, the use of a control group enables a comparison to be made of the academic attainment of non-coached students with those who received peer coaching. Academic behaviour confidence of those who were coached was also measured pre and post-coaching using the Sander and Sanders (2009) ABC questionnaire. There was found to be a statistically significant impact in the academic attainment of those students who received coaching when compared to those students in the control group who did not. It was seen that the peer coaching had a beneficial impact for particular groups of students such as those in their first year of study and those who were performing less well at the outset as well students within the business school. There was found to be a significant increase in the academic behaviour confidence of those who received coaching as well as a reduced attrition rate when compared to those in the control group.
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27

Byrd, Grant T. "Developing a teen-to-teen mentoring ministry." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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28

Bunting, Bryce D. "A Model for Peer Mentor Learning: Designing for Skill-acquisition among Undergraduate Peer Mentors." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2682.

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This design report details the development of a summer training experience for peer mentors in the Freshman Mentoring program at Brigham Young University. The purpose of the project was to develop an extended training program which would assist peer mentors in developing core mentoring skills necessary for their work with first-year students. The design of the training was informed by a number of theoretical frameworks including experiential learning, reflective practice, and narrative design. The training was evaluated using a post-then survey instrument as well as analysis of qualitative data collected from learners throughout the training. Analyses of these data suggested that peer mentors increased both their mentoring skill and confidence in providing mentoring to first-year students. This document also reports on the practical, design, and theoretical insights which emerged from the project as well as their implications for other designers who face similar design challenges. Finally, a brief discussion of the way in which the project has influenced the professional development of the designer is included.
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Miller, Nicole Danielle. "Experiences of Peer Mentors Who Mentor At-Risk Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6927.

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With the number of underprepared, at-risk students entering college, many institutions have developed initiatives to help support student success. Previous research has shown that peer mentoring has been used to support student success, but there is limited research on the mentoring experience from the peer mentors'€™ perspective. The purpose of the study was to explore the experiences and perceptions of peer mentors who mentor at-risk college students at a 4-year institution. Using a phenomenological design, 8 peer mentors were interviewed. This study was built on Lave and Wegner'€™s theory of situated learning and Zachary'€™s 4-phase mentoring model to help explain the meaning and value that the participants attributed to their experiences. Moustakas'€™s 7 step data analysis method was used. The results from this study suggested 5 themes that represent the peer mentors'€™ experiences: (a) being a role model, (b) learning experiences for the peer mentors, (c) establishing accountability, (d) effective mentor/mentee communication and relationship, and (e) clarifying the role as a mentee. The participants believed they strengthened their leadership and communication skills as a result of their mentoring experience; they also placed a strong emphasis on the challenges that occur during the mentoring relationship. The participants gained an understanding of how the skills they developed would be used in their academics and future professional careers. The positive social change implications for this study included: (a) aiding in the training of future peer mentors; (b) the improvement of future peer mentor programs; (c) improved support for at-risk students; and (d) gaining new insights for other researchers searching to promote successful mentorship programs for at-risk students.
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Powell, Jessica E. "What works? : a grounded theory of effective peer mentoring in secondary schools." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/15776/.

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The current research was carried out by a Trainee Educational Psychologist (TEP) between September 2013 and May 2015 in a large County in South-East England as part of a Doctorate in Child, Community and Educational Psychology. Using critical realism as a guiding epistemological position, the study sought to bring school based peer mentors and mentees voice to the forefront, by exploring their view of what works. The study aimed to offer a framework for understanding and developing peer mentoring relationships and inform safe and effective peer mentoring practice in secondary schools. This study was conducted using grounded theory methodology as a strategy of inquiry. Data was captured from semi structured interviews which were audio recorded, transcribed verbatim and analysed, assisted by MaxQDA. Purposive sampling was used to select nine participants from two secondary schools: of which 4 were peer mentors and 5 were mentees whom had participated in their schools peer mentoring programme during the academic year 2013/14. The BONDS model addresses the delivery of peer mentoring within the context of peer support interventions and secondary educational settings. The acronym ‘BONDS’ represents the data which emerged from grounded theory methodology as 5 integrated mechanisms which mediate effective peer mentoring. The model proposes that effective peer mentoring is synonymous with a nurturing experience characterised by ‘boundaries’ within peer mentoring, the ‘openness’ of the mentee to engage, the mentors abilities to build a safe and supportive relationship, the peer mentor and mentees ‘dual experience’ of the school system and ‘staff contact’ with mentors. This study adds to the limited body of research which explores the views of peer mentors and mentees engaged in peer mentoring programmes in the UK. The implications of the findings are discussed and good practice recommendations are made to inform the work of school staff, Educational Psychology services and other professionals working to support young people through school based peer mentoring. The limitations of the study are also addressed and suggestions are made for future research.
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Davenport, Courtney K. "Cross-age peer mentoring for at-risk youth| A grant proposal project." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523095.

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The purpose of this project was to develop a grant proposal and identify a potential funding source for the purpose of expanding a cross-age mentoring program to increase school participation and decrease dropout rates of students in one high school and middle school in San Antonio, Texas. The program is designed to target and strengthen non-academic factors such as family connectedness, community involvement, and self-esteem which have been shown to contribute to school dropout rates. An extensive literature review increased knowledge about dropout rates among Hispanics and individuals who come from economically disadvantaged backgrounds and provided information about evidenced-based mentoring programs that the grant writer then used to design a best-practice program. A search for potential finding sources via the internet resulted in the selection of Kronkosky Charitable Foundation as the best funding source for this project. A grant was then written to support the expansion of a cross-age mentoring program at Harlandale High School and Harlandale Middle School in San Antonio, Texas.

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Bradley, Ryan James. "'Why single me out?' : peer mentoring, autism and inclusion in mainstream schools." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7846/.

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The past decade has seen a significant increase in the number of autistic students attending mainstream educational provision. Improving outcomes for this group is a complex issue given the deficit of evidence based practice within schools. A mixed methods multiple case study design was used to evaluate the impact and outcomes of a new peer mentoring programme targeting the inclusion of autistic students. Twelve autistic students and thirty-six non-autistic students participated as mentors across five mainstream secondary schools in the South East of England. Semi-structured interviews were used to record the views and experiences of the mentors and staff participating in the programme. Autistic mentors completed questionnaires on levels of social satisfaction, bullying and social competence. All showed improvements over the course of the programme. These findings highlight the importance of the full inclusion of autistic students in peer mentoring programmes and the use of approaches promoting social competence. The study has wider implications on the way educational approaches for autistic students are developed and implemented in mainstream secondary schools.
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Gwyn, Lydia C., and Jonathan Wilson. "Developing Your Own Library Ambassador Program: Step-by-Step Peer Mentoring Implementation." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6136.

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Junehag, Lena. "Peer mentoring - A complementary support to persons after an acute myocardial infarction." Doctoral thesis, Mittuniversitetet, Avdelningen för omvårdnad, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-23277.

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The overall aim of the thesis was to investigate the experience of having an acute myocardial infarction in newly afflicted persons living in sparsely populated counties, and whether an intervention with peer mentors would provide support by affecting the perception of illness, health related quality of life and everyday life. The aim was also to describe the support of peer mentors from their perspective and what the mentoring meant to them. The thesis was based on four empirical studies (I-IV) and had a prospective, longitudinal, quasi-experimental, comparative design. A suitable sample was recruited, comprising 72 individuals who were newly afflicted with an acute myocardial infarction (AMI) for the first time; 34 of them were offered contact with a peer mentor, while 38 were not. Furthermore, 34 peer mentors participated in the project. The results were based on data collected from 28 individuals with mentors, 33 individuals without and 22 peer mentors. In studies I and III, qualitative approaches were used based on individual interviews with 20 newly afflicted individuals with (n=11) and without (n=9) mentors one year after AMI. The aims were to describe individuals’ perceptions of the psychosocial consequences of an acute myocardial infarction (AMI) and of their access to support one year after the event (I) and to describe individual perceptions of their lifestyle and support, 1 year after an AMI with or without mentorship (III). Study II was quantitative, consisting of data from questionnaires IPQ-R and SF-36 answered by 61 newly afflicted individuals with (n=28) and without (n=33) mentors. It aimed to investigate whether changes in illness perception and health-related quality of life occur over time after an intervention with peer mentors 1, 6 and 12 months after an AMI. Study IV had a mixed design and included peer mentors with the purpose to describing the personal meaning of being a peer mentor, for a person recovering from an acute myocardial infarction. Data consisted of individual interviews (n=15) and some data from IPQ-R and SF-36 that were provided on two occasions (n=22). All of the interviews (I, III, IV) were digitally recorded and analysed by qualitative content analysis, while the quantitative studies included descriptive data and were further compared using analysis of variance (ANOVA) (II) and the paired-sample t-test (IV).   The results from all four studies are interpreted and presented together, and they show differences and similarities between the newly afflicted with or without peer mentors and the peer mentors. The results comprise six main areas; the meaning of becoming a person with an AMI (I, II, III) pointed toward an awareness of the situation expressed both in positive and negative terms, as being thankful or of being afraid of having a second AMI. View at health care (I) indicated that follow-up after discharge was sometimes a positive experience but more often resulted in dissatisfaction with this part of the health-care system. Consequences (II) showed significant effects between groups in the dimensions ‘consequences’ and ‘timeline acute/chronic’ (IPQ-R), with higher mean values for those without mentors and a significant effect of time in both dimensions. There were also physical consequences for many of the participants (I, II, III, IV) as well as psychological consequences (I, II, IV). Everyday life (I, III) was affected by AMI that sometimes limited activities. There were demands to change areas of life-style that were perceived as both positive and negative. Health (II, III, IV) showed that health increased for most individuals during the year, as confirmed by significant values for time for those newly afflicted. The peer mentors showed a decrease in mean values but expressed that they felt healthier after compared with before their commitment. Meaning of support (I, IV) indicated that families and relatives had an important, supportive role for newly afflicted participants. The mentorship showed that the relationship was, in some cases and for different reasons, unsuccessful. However, most of them were satisfied, and new friendships arose. More of the mentors felt pride and were thankful because their experience was shown to be valuable to others in addition to themselves.  The results were synthesised using the Human Becoming nursing theory, which confirmed that recovery after an AMI is a process that occurs over time in which that those afflicted must accept and be comfortable being a person who is afflicted by an AMI. Some tendencies indicated an advantage for the newly afflicted participants who had received contact with a peer mentor. Conclusion: Because the mentor had experienced the same event, the relationship contributed to the security of the mentee. The peer mentors matured with the task because they felt that their experience was valuable and they felt unique.
Övergripande syfte i avhandlingen var att studera erfarenheter av att drabbas av en akut hjärtinfarkt (AHI) för nyinsjuknade personer, boende i glesbygdslän, och om en intervention med kamratstöd i form av mentorer skulle kunna innebära ett stöd, genom att påverka deras sjukdomsuppfattning, hälsorelaterade livskvalitet och deras vardagsliv. Syftet var även att beskriva mentorernas stöd utifrån deras perspektiv, och vad mentorskapet har betytt för dem.   Avhandlingen är baserad på fyra studier (I-IV) och har en prospektiv, longitudinell och kvasiexperimentell, jämförande design. Ett lämpligt urval utgjordes av 72 personer som nyligen hade drabbats av AHI första gången. Av dessa erbjöds 34 att få kontakt med en mentor medan 38 inte erbjöds detta. Dessutom deltog 34 mentorer. Det slutgiltiga resultatet i avhandlingen baserades på data som samlats från 28 personer med mentor, 33 utan mentor samt av 22 mentorer. Studie I och III utgick från kvalitativ metod, baserat på individuella intervjuer med 20 av de nyinsjuknade med mentor (n11), och utan mentor (n9) ett år efter deras AHI. Syftet var att beskriva individuella erfarenheter av psykosociala konsekvenser i samband med en AHI, och deras tillgång till stöd ett år efter händelsen (I), samt att beskriva individuella uppfattningar om deras livsstil och stöd ett år efter AHI, med eller utan mentorskap (III). Studie II var kvantitativ och utgjordes av data från enkäter; IPQ-R och SF-36, som besvarades av 61 nyinsjuknade, varav 28 med mentor och 33 utan mentor, i syfte att undersöka om förändringar i sjukdomsuppfattning och hälsorelaterad livskvalitet förekommer över tid, efter en intervention med mentorer 1, 6 och 12 månader efter AHI. Studie IV hade en mixad design och inkluderade mentorer med syfte att beskriva den personliga betydelsen av att vara mentor, under loppet av ett år, för en person under återhämtningen efter AHI. Data bestod av individuella intervjuer (n15) samt en del data från IPQ-R och SF-36, besvarat vid två tillfällen. Samtliga intervjuer (I, III, IV) spelades in digitalt och analyserades med kvalitativ innehållsanalys, medan de kvantitativa studierna innefattade beskrivande data, samt dessutom analyserades med variansanalys (ANOVA) (II) samt parvisa t-test (IV).   Resultat från samtliga fyra studier är tolkade och presenterade gemensamt, och visar på skillnader och likheter mellan de nyinsjuknade med eller utan mentor, samt mentorerna. Resultaten utgörs av sex huvudområden: Innebörden av att bli en person med en AHI (I, II, III) tyder på en medvetenhet om sin situation, och som uttrycks i både positiva och negativa ordalag, som att vara tacksam eller att vara rädd för att få en ny AHI. Syn på sjukvården (I) antyder att uppföljningen efter utskrivning i vissa fall var en positiv upplevelse, men flera av dem var missnöjda med den delen av vården. Konsekvenser (II) visade  signifikant effekt mellan grupperna för dimensionerna ’konsekvenser’ och ’tidslinje akut/kronisk’ (IPQ-R) med högre medelvärden för dem utan mentor. Dessutom var det signifikant effekt för tid i båda dimensionerna. Det förekom även fysiska konsekvenser för flera av deltagarna (I, II, III, IV) liksom psykologiska konsekvenser (I, II, IV). Vardagslivet (I, III) påverkades av AHI genom att den i vissa fall hindrade dem från fysiska aktiviteter.  Det fanns krav på dem att förändra delar i deras livsstil, vilket kunde uppfattas som både positivt och negativt.  Hälsa (II, III, IV) visade att de flestas hälsa hade förbättrats under året, vilket bekräftades med signifikanta värden för tid hos de nyinsjuknade. Mentorerna hade däremot sjunkande medelvärden men uttryckte att de mådde bättre efter sitt uppdrag, än innan. Betydelsen av stöd (I, IV) visade att familjer och närstående hade en betydelsefull roll för de nyinsjuknade. Mentorskapet för dem med mentor samt mentorerna visade att relationen i vissa inte hade fungerat, av olika anledningar. Trots allt var ändå de flesta tillfreds, och nya vänskapsförhållanden hade uppstått. Flera mentorer kände sig stolta och var tacksamma för att deras erfarenheter hade visat sig värdefulla för andra, men även för dem själva.   Resultaten syntetiserades med omvårdnadsteorin Human Becoming, som bekräftade att återhämtningen efter en AHI är en process som förekommer över tid, och innebär att acceptera och känna sig bekväm med att vara en person som drabbats av AHI. Det fanns vissa tendenser till att det var en fördel för de nyinsjuknade att ha kontakt med en mentor. Slutsatsen var att eftersom mentorerna hade genomgått samma händelse, bidrog det till trygghet. Mentorerna hade växt med uppgiften, eftersom de kände att deras erfarenheter var värdefulla, och att de var unika.

Vid tidpunkten för disputationen var följande delarbeten opublicerade: delarbete 2 inskickat, delarbete 4 inskickat.

At the time of the doctoral defence the following papers were unpublished: paper 2 submitted, paper 4 submitted.

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Barcroft, Laura Grace. "Peer mentoring with parents of children newly diagnosed with type 1 diabetes." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/75641/.

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A diagnosis of type 1 diabetes mellitus (T1DM) in childhood can have wide reaching implications for the child and their wider family system. The child and family’s physical and emotional wellbeing can be significantly impacted by the psychological adjustment and coping of the parents. Experienced peer mentoring is an intervention aimed at promoting wellbeing and adjustment amongst parents of children with chronic conditions. The intervention involves an experienced parent of a child with T1DM (Link Parent) offering informational, affirmational and emotional support to a parent of a newly diagnosed child (Recipient Parent). The aim of this study was to explore the experiences of such support from both Link and Recipient Parents’ points of view. Five Recipient Parents and seven Link Parents were recruited from a wider sample of parents who participated in the mentoring programme. They took part in a semi-structured interview about their experiences of providing or receiving peer mentoring. An Interpretative Phenomenological Analysis produced four super-ordinate themes for the Recipient Parents: Build up to and Initial Impact of Diagnosis; Content of support; Process of support; Impact of support. Four super-ordinate themes were also produced for the Link Parents: Attitudes towards the project; Support provided; Relationship with Recipient Parent; Understanding the impact of support. The results provided insight into the positive impact that offering and receiving such support can have on parents of children with T1DM. The results also highlighted the idiosyncratic nature of such experiences. The implications for future clinical application of the intervention were discussed as well as directions for further research.
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Foster, Linda Porter. "Student to student: reciprocal peer mentoring in a post-secondary piano lab." Thesis, Boston University, 2014. https://hdl.handle.net/2144/10994.

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Thesis (D.M.A.)--Boston University
In this study I used ethnographic techniques to examine reciprocal peer mentoring in a post-secondary piano course and to explore the influence of reciprocal peer mentoring on the learning environment, the sharing of knowledge and skills, and the perspective of the participants regarding the process of peer mentoring and social interaction. Findings included successful outcomes for learners in terms of understandings, skills, and dispositions in association with student affmity for the process. Participants preferred interactive learning, experienced an enhanced level of comfort as a result of the ongoing social interaction and peer validation, and found both dispositional and educational value in learning as part of a supportive community of learners. Themes included the effectiveness of peer communication; the value of exposure to multiple perspectives; the enhanced level of comprehension acquired through constructing knowledge with others; and the motivational and self-management benefits of monitoring personal learning through peer interaction. Reciprocal peer mentoring was observed to be efficient and effective; participants held a negative view of both traditional instruction and group learning that lacked shared authority and ongoing dialogue among knowledgeable peers. Participants expressed congruent perceptions regarding the effect of peer mentoring on social interaction. Themes included interdependent relationships and social bonding, enhanced efficacy, successful mentoring without training, and personal satisfaction in helping others. The positive academic, technical, and social results for students in this study speak to the self-actualizing power of constructivist and holistic ideals and may contradict two of the prevailing paradigms in the literature on peer mentoring in music education settings: teacher determination of a fixed role for each student for the duration of the process and the necessity of extensive mentor training. The results may have implications for the practice of music educators both in terms of the hierarchical power structure of traditional music instruction and the holistic development of student potential. These findings encourage the use of reciprocal peer mentoring within the discipline of music education, conceivably extending the observed benefits of this learning paradigm to a greater number of student musicians and contributing to the holistic development of student potential within the field.
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Toppin, Claudette V. "A Qualitative Study of Mentoring in a Multicultural Educational Work Setting: A Cross-Racial, Cross-Cultural and, Cross-Age Perspective of Two Women." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/27173.

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This qualitative study explored a number of paradoxes embedded in the mentoring phenomenon. Designed as cross-dimensional case study, the questions sought to better understand: (a) what challenges and barriers did the mentor and mentee face in their cross-racial, cross-cultural, and/or cross-age peer mentoring relationship in this specific organization? (b) How did the mentor and mentee address cross-racial, cross-cultural, and cross-age barriers? (c) What skills and/or competencies, as perceived by the mentor and menteeâ s experiences are needed to make a cross-racial, cross-cultural, and cross-age peer mentoring relationship successful? The unit of analysis for this investigation was one pair - female mentor and mentee- with cross-dimensional differences, thus setting the framework for different cultural perspectives. Data collected for this study were transcriptions from three interviews, the mentee, mentor, and the dyad together. Characterized by the case and field method of research, combined data sources were used concurrently â at different times to compare the participants, views, values, perceptions, experiences and philosophies. The studyâ s goals involved examining the challenges and experiences, of mentoring in a multicultural work setting, and identifying issues relating to cross racial, cross-cultural, and cross-age mentoring relationships. Although linguistic and cultural barriers crested challenges for this mixed pair, their co-created relationship helped to overcome cultural differences. Thematic findings that embodied the foundations of the multicultural relationship were categorized into six areas: Trust and respect, willingness to participate, cultural understanding, mutual compatibility and psychosocial support, knowledge sharing and role modeling, and leadership. Trust emerged as the overarching construct, which laid the foundation for the mentoring relationship structure, linking The Five Câ s (Characteristics) - compatibility, confidence, capabilities, communication, and cultural understanding. Unique in this pair was a source of motivation that transcended their individual selves for a greater cause, which has profound implications for future research. The studyâ s conclusions addressed: a) mentoring at a macro level for the community, and for a greater good, and b) a form of dialogue to foster an appreciation of multiculturalism â an appreciation of human differences and commonalities. Recommendations were made for future research.
Ph. D.
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Johnson, Nanci W. "Peer coaching a collegial support for bridging the research to practice gap /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4873.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 25, 2007) Vita. Includes bibliographical references.
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Geddes, Darlene. "A Case Study of the Impact of Peer-to-Peer Mentoring on Mentors in a Rural High School Setting." Thesis, Concordia University (Oregon), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249651.

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Existing research on peer-to-peer mentoring has focused mainly on cross-age peer mentoring with several years’ difference between mentor and mentees (Karcher, 2005, 2007; Lawon, 2014; Willis, Bland, Manka, & Craft, 2012) and the impact of peer mentoring on the mentee. I aimed to examine the relationship of participating in a high school based peer-to-peer mentoring program and the impact on the high school upperclassmen mentors in this study. School is a social organization where peers can develop school connectedness and expand their prosocial skills and through their social networks increase social capital. The impact of peer mentoring programs on high school peer mentors is an area that has not been sufficiently investigated. The current exploratory case study used data from surveys, interviews, and field notes to understand the experiences of mentors and the impact of peer mentoring in a high school mentoring program on these mentors in terms of their school connectedness, social capital, and prosocial skill development. Researchers have identified increases in mentees who are involved in peer mentoring programs (Karcher, 2005, 2007). Further research is needed to investigate the impact of these social connections on high school peer mentors. In this study, data was collected from the Hemingway Survey, mentor interviews, and field notes. Findings of this study support the conclusion that the peer mentors’ prosocial skills of school involvement, school connection, and social capital increased as a result of participating in a peer-to-peer mentoring program. Additionally, mentors did not report identifiable differences between matches that were same gender or different genders. Results from this study demonstrate the impact of increases in the development of prosocial skills and social capital in peer mentors.

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Brown, Lenis Colton. "Exploring Community College Peer Mentoring Practices Within Central California| A Multiple Case Study." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10642120.

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The purpose of this qualitative, multiple case study was to illuminate the prevalence and configurations of peer mentoring programs at Central California Community Colleges with emphasis on how the programs impacted student retention. The study’s sample was drawn from ten campuses and five centers that operate within five California Community College districts serving approximately 90,000 students annually. Using purposeful sampling, the researcher interviewed five administrators from four campuses and three districts toward obtaining in-depth information about their peer mentoring programs. Eight of the 15 campuses in the subject pool offered a peer mentoring program. All peer mentoring programs were instituted since 2013, and most of the peer mentoring programs were instituted between 2014 and 2016. Diverse peer mentoring programs across sites and districts were instituted between 2013 and 2016. It was revealed that quantitative data to track how peer mentoring impacted retention had not been gathered. This recent proliferation of community college peer mentoring programs refuted the historical underutilization noted in the scholarly literature. Recommendations for future research and practice included investigating whether the Central California Community College peer mentoring program proliferation that was discovered holds true in other areas of the state or country, examining why more campuses in the subject pool did not establish peer mentoring programs, and using quantitative methods to evaluate the efficacy of community college peer mentoring programs.

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Chorba, Kristen. "Relational learning| A study of peer mentoring experiences among undergraduate teacher education majors." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618904.

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Peer mentoring is a topic that has been prevalent in the literature for the past several decades and plays a significant role in the learning experiences of many students. This study investigated the experiences of peer mentors in one specific mentoring project, in order to learn how the mentors describe and understand those experiences.

Eighteen mentors participated in this qualitative study, which examined mentoring-influenced-by-relational-learning in pre-service teachers through in-depth, phenomenological interviews. These interviews were supplemented by photo elicitation and reflecting processes. These mentors defined mentoring as a multifaceted endeavor, which exhibits, among others, traits of teaching, friendship, learning, building relationships, and communication. They defined relational learning both in terms of the course they took, and as a construct which revolves around working together, talking through experiences, being open to new possibilities and ideas, and, through these, being in relationship with one another. Four themes were identified: (a) Mentors experienced relational learning; (b) Mentors experienced investment; (c) Mentors experienced challenges; and (d) Mentors identified ways mentoring can be different. An overarching theme was, mentors and the mentoring project experienced a process of becoming. Mentors also described their overall experiences, explained the ways in which they feel they benefitted from the project, and discussed why they believe this project has been successful. Implications of these findings are also discussed, as they relate to both research and practice.

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Garcia, Carollaine. "Beauty and the Beast: The Attractiveness Bias in an Online Peer Mentoring Program." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5217.

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The bias against attractiveness is fairly implicit and furthermore, powerfully impacts people's subsequent impressions of and behaviors toward others (Cash, Gillen, & Burns, 1977; Dion et al., 1972). Pallet, Link and Lee (2010) examined the effect of various facial spatial configurations on attractiveness and found that raters rated faces as most attractive when the eye-to-mouth ratio approximated 36% of the face length (the "golden ratio"), which coincides with the measurements of an average and thus more attractive face. The present study examined the extent to which the distance of these objectively measured facial features affected mentors' perceptions of their proteges, the subsequent mentoring given to them, and the proteges' own behavior (e.g. seek feedback, request specific information).The gender composition of the mentor-proteges dyad was expected to moderate these relationships. I also examined whether, given the expected effects of facial measurements, withholding access to visual cues would affect mentor perceptions and behavior. Participants were 118 mentor/proteges dyads from a large Southeastern university who volunteered to participate in a formal online peer mentoring program. After seeing their proteges' profiles (and for those in the experimental condition, a picture), mentors chatted with their proteges once a week for 30 minutes for a total of 4 weeks. Results indicated that proteges with facial features moderately distant from the golden ratio were perceived as more similar by mentors in same-gender dyads and received greater mentoring than did proteges closest and farthest from the golden ratio. In opposite-gender dyads, however, mentors reported greater similarity toward those that were farthest from the golden ratio but provided the greatest mentoring to those closest to the golden ratio. The relationship between facial measurements and protege proactivity was moderated by whether or not their mentor had access to their picture. While proteges closest to the ratio were more proactive in the picture condition, those that were farthest from it were more proactive in the non-picture condition. Proactivity was as expected associated with greater levels of mentoring, which was ultimately related to a more fulfilled and beneficial relationship for proteges (i.e. less stress, greater self-efficacy and satisfaction). The results of this study indicate that facial measurements are associated with both differences in mentor and in protege behavior and that the specific nature of these relationships differs as a function of gender composition. Implications for practice and theory will be discussed.
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Industrial and Organizational
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Chorba, Kristen. "Relational Learning: A Study of Peer Mentoring Experiences among Undergraduate Teacher Education Majors." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1385050933.

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Dafoe, Eric C. "The Effectiveness of Peer Mentoring with High School Student Mentors and Child Mentees." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062894/.

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This randomized, controlled study examined the effectiveness of two mentoring programs, child mentor relationship training (CMRT) and peer assistance and leadership (PAL®), on high school mentor empathic behaviors and child mentee behavior problems. Participants were 60 young, at-risk students (61.7% male; 38.3% Hispanic/Latino/a, 31.7% Caucasian, 21.7% African American, 8.3% biracial) and 30 high school students (53.3% male; 66.7% Caucasian, 26.7% Hispanic/Latino/a, 0.03% African American, 0.03% Asian). Mentors and mentees were randomly assigned to CMRT or PAL®, which was treatment as usual in the participating school district. Results from 2 (group) by 2 (time) repeated measures ANOVAs indicated compared to the PAL® treatment group over time, mentors in the CMRT group demonstrated statistically significant improvement in empathic behaviors with a large treatment effect, as rated by independent observers. Analysis revealed a moderate treatment effect with CMRT group mentee behavior problems, but the difference was not statistically significant between treatment groups over time. Further analysis revealed the CMRT group demonstrated statistically significant reductions in behavior problems from pre- to post-test with a very large treatment effect. Overall, findings support CMRT as a promising school-based intervention for at-risk young children that potentially increases school counselor efficiency.
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45

Rossouw, Thersia. "Professional development of teachers at a private high school : a peer mentoring initiative." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/52962.

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In the South African context valuable academic contributions regarding Whole Brain® facilitating learning have been made in the last decade. Research has been conducted on professional development of teachers at primary schools, as well as professional development of lecturers at institutions of higher education. I identified a gap in existing literature, regarding what was being done at high school level and the possibility that Whole Brain® facilitating learning could be a beneficial learning tool to use in one's teaching practice. Thus the study commenced with the research premises based on a mixed methods approach, including quantitative and qualitative data sets. This study investigates to what extent transformation took place in the teaching practice of a group of volunteer professionals at a private high school, using an Action Research design. My Action Research was supported by the professionals' own action learning during the commencement of the fieldwork and we would regularly collaborate and reflect on the new knowledge. The afore-mentioned underpins the constructivist theory, which assumes that collective life experiences and multiple realities of the participants and myself add to a collective knowledge base. Thus new knowledge and constructed knowledge becomes part of a living theories practice. The study also focuses on an asset-based approach where the assumption is made that the professionals take responsibility for their own learning, becoming professional selfregulated learners in an environment where they are supported and encouraged to become more flexible in their thinking styles, not only to utilise their non-preferred thinking preference but also to capitalise on their preferred thinking preference and to set Whole Brain® learning tasks and plan Whole Brain® facilitating learning. Therefore the participants were challenged not only to be more flexible in their own thinking preference and to explore the possibilities of their less preferred thinking preference or preferences, but also to design learning tasks that would facilitate learning by accommodating those learners whose thinking preferences are divergent from those of the professionals. The fieldwork consisted of workshops (including non-participants) and one-on-one peer mentoring sessions that included cooperative learning through collaboration and experiential learning to encourage the professionals to become more familiar with their iPads. The workshops and one-on-one peer mentoring sessions focused on the extent to which the iPads could be used as a tool to facilitate Whole Brain® learning. The fieldwork focused on exploring in greater depth the possibilities of innovative ideas to transform the teaching practice of each individual participant, promoting Whole Brain® thinking and learning. Since this is an Action Research study, more cycles were discovered and probed during the course of the fieldwork and it will still continue after submitting the thesis. The data sets consisted of exploratory and preliminary interviews, observations of the workshops and one-on-one peer mentoring sessions that were recorded in my field journal, observations of the professionals' teaching practices, the completed HBDI® survey by the professionals and myself, as well as semi-structured interviews and observation sheets of my mentorship practice completed by the professionals. In course of the professional development program I observed professionals taking up their role and taking responsibility for their own professional development and self-regulated learning, underpinning lifelong learning. In the process I also observed that the professionals showed flexibility in their thinking styles, designing innovative ways of learning and applying them in their teaching practices. Moreover, I realised my own transformative learning that underpins the constructivist theory and I continue to aim to transform my own teaching practice as well as my mentorship practice with the knowledge that I am also a lifelong learner.
Thesis (PhD)--University of Pretoria, 2015.
Humanities Education
PhD
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46

Bryant, Scott Edward. "A field study on the impact of peer mentoring on organizational knowledge creation and sharing /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055673.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 142-155). Also available for download via the World Wide Web; free to University of Oregon users.
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47

Dimmer, Susanne, Priska Fronemann, and Julia Protze. "Voneinander lernen: Potentiale, Herausforderungen und Erkenntnisse bei der Planung und Umsetzung von Peer-Mentoring-Programmen." Klemm+Oelschläger, 2020. https://ul.qucosa.de/id/qucosa%3A71178.

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48

Anderst, Tom. "A peer mentoring program for pastors to spur one another on in expository preaching." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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49

Austad, Ann Ferden. "Effects of peer mentoring on the achievement and persistence of academically underprepared college freshmen." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/504.

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PURPOSE: The purpose of this study was to determine whether a peer mentoring program incorporating learning styles impacts upon the achievement and persistence of entry-level academically underprepared college students. PROCEDURE: Subjects were freshmen at Bemidji State University during the fall terms of 1985 and 1986 who were assigned to remedial/developmental English because of low placement test scores. An experimental group of 31 English 100 students participated in Connections: The Student-to-Student Mentoring Network, a pilot program designed to help underprepared students make a successful transition into college. The experimental group was compared to a control group of 40 students who were not mentored but who took the course the previous year from the same instructors. Analysis of covariance procedures and chi-square statistics were used to assess the effects of peer mentoring on grades and reenrollment status. Effects of mentors and students matching and mismatching in learning style, age-level, and gender were analyzed by comparing grades and reenrollment status of matched and nonmatched pairs. The Meyers-Briggs Type Indicator was used to assess level of learning style match. FINDINGS: 1. Students in remedial/developmental English who received peer mentoring achieved a more favorable reenrollment status than comparable students who took the course without mentoring. 2. Mentored students attained more satisfactory grades than nonmentored students. 3. Matching students and mentors by learning style was not found to be a factor in improving students' grades or reenrollment status. 4. Matching students and mentors by gender was not found to be a factor in improving students' grades or reenrollment status. 5. Matching students and mentors by age-level was not found to be a factor in improving students' grades or reenrollment status. Contrary to the research hypothesis, the findings suggested that students who had mentors of a higher age-level attained a more favorable reenrollment status. 6. Mentored students were more knowledgeable about campus resources and used them more frequently.
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50

Toner, Sean Vincent. "Peer mentoring and professional development : a study of EFL teaching in the Middle East." Thesis, n.p, 2004. http://ethos.bl.uk/.

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