Gotowe bibliografie tematyczne / Peer mentoring

Gotowa bibliografia na temat „Peer mentoring”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 10 marca 2023

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Artykuły w czasopismach na temat "Peer mentoring"

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Fleming, Kathryn. "Peer mentoring". Nursing Management (Springhouse) 48, nr 1 (styczeń 2017): 12–14. http://dx.doi.org/10.1097/01.numa.0000511191.71783.a3.

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Forcum, Kimberly. "Peer Mentoring". Nursing for Women's Health 14, nr 6 (grudzień 2010): 441. http://dx.doi.org/10.1111/j.1751-486x.2010.01589.x.

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Scott, Elaine S. "Peer-to-Peer Mentoring". Nurse Educator 30, nr 2 (marzec 2005): 52–56. http://dx.doi.org/10.1097/00006223-200503000-00004.

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Silva, Natanias Macson da, Leonel Francisco de Oliveira Freire, Anne Itamara Benigna Evangelista Aires, Marcos Daniel Oliveira e. Silva, Stheshy Vieira e. Souza, Micássio Fernandes de Andrade, Ellany Gurgel Cosme do Nascimento i Thales Allyrio Araújo de Medeiros Fernandes. "Peer-mentoring na educação em saúde: quais as suas aplicações, limitações e estratégias para o sucesso?" Research, Society and Development 10, nr 11 (22.08.2021): e52101119343. http://dx.doi.org/10.33448/rsd-v10i11.19343.

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Este estudo buscou investigar a contribuição do Peer-Mentoring na formação acadêmica de base e educação continuada de profissionais da saúde, bem como identificar as principais limitações, desafios e alternativas para atingir o sucesso de sua implementação. Trata-se de um estudo de revisão integrativa com busca sistemática, realizada nas bases de dados PubMed, Scopus, Web Of Science, Education Resources Information Center (ERIC) e Biblioteca Virtual em Saúde (BVS). Foram incluídos artigos eletrônicos, disponíveis na íntegra, nos idiomas português, inglês e/ou espanhol e publicados nos últimos 5 anos. Excluiu-se os estudos do tipo revisão de literatura, resumos, carta ao editor, manuscritos duplicados e estudos que não apresentaram relação com a temática. Os seguintes descritores foram combinados com os operadores booleanos AND e OR: “Peer-Mentoring”, “Peer Group”, “Mentoring”, “Mentors”, “Health Education” e "Education, Medical”. Foram coletados 31 artigos elegíveis, que passaram por uma análise na íntegra e fichamento dos dados. Os estudos foram agrupados em cinco categorias de análise: (1) contribuição do Peer-Mentoring no processo de formação acadêmica; (2) impacto do Peer-Mentoring na educação continuada de profissionais da saúde educação continuada; (3) limitações são encontradas durante a execução do Peer-Mentoring; (4) desafios pedagógicos que devem ser vencidos, no transcurso da mentoria entre pares; (5) Como atingir o sucesso durante a implantação e execução de programas de Peer-Mentoring?. O Peer-Mentoring mostrou-se capaz de melhorar significativamente o processo de ensino em saúde. Perspectivas futuras apontam para uma maior adesão, por parte das instituições de ensino, em inserir a mentoria entre pares nos programas pedagógicos.
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Noufou, Ouedraogo, Davar Rezania i Muhammad Hossain. "Measuring and exploring factors affecting students’ willingness to engage in peer mentoring". International Journal of Mentoring and Coaching in Education 3, nr 2 (6.06.2014): 141–57. http://dx.doi.org/10.1108/ijmce-11-2012-0071.

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Purpose – The purpose of this paper is to measure students’ willingness to mentor their peers and explores key factors to student peer mentoring effectiveness. Design/methodology/approach – The paper uses a hybrid research methodology consisting of a survey and a focus group discussion. The survey was conducted with students of a bachelor of commerce (BCom) program of a North American university to analyze the impact of organizational culture and altruism on their willingness to mentor their peers. The focus group discussion was carried out with students of the same program to explore the objectives, focus, and factors contributing to their willingness to mentor and to peer mentoring effectiveness. Findings – Organizational culture and altruism significantly affect students’ emotional and intentional willingness to mentor their peers. Peer mentoring can help students prepare their transition from high school to university, guide them through university programs, and help them prepare their transition from university to workplace. Critical factors to peer mentoring effectiveness include a good fit between mentors and mentees, a reasonable ratio of mentor to protégés, and an understanding of and a willingness to address each student's specific needs. Practical implications – Business schools should embrace and promote a culture of mutual help, look for altruistic students as prospective peer mentors, and promote voluntary student peer mentoring. A mentoring program should be flexible enough to meet each student's needs. Attention should be paid to finding a good fit between mentors and protégés. Communication should focus on the benefits of student peer mentoring for mentors and protégés. Originality/value – This research brings empirical evidence on peer mentoring by testing and confirming the impact of altruism and organizational culture on students’ willingness to mentor their peers. It also provides practical insight to business schools for implementing student peer mentoring programs.
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Allen, Tammy D., Joyce E. A. Russell i Sabine B. Maetzke. "Formal Peer Mentoring". Group & Organization Management 22, nr 4 (grudzień 1997): 488–507. http://dx.doi.org/10.1177/1059601197224005.

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Harmer, Bonnie McKay, Jaime Huffman i Barbara Johnson. "Clinical Peer Mentoring". Nurse Educator 36, nr 5 (wrzesień 2011): 197–202. http://dx.doi.org/10.1097/nne.0b013e3182297d17.

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Goodrich, Andrew, Elizabeth Bucura i Sandra Stauffer. "Peer Mentoring in a University Music Methods Class". Journal of Music Teacher Education 27, nr 2 (13.09.2017): 23–38. http://dx.doi.org/10.1177/1057083717731057.

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The purpose of this study was to investigate undergraduates’ perceptions of peer mentoring and the impact of peer mentoring in a music teacher preparation course. The following questions were included: What knowledge and abilities do students bring to the peer mentoring process? How do students perceive their roles as teachers and learners in the peer mentoring experiences? How do the students benefit, if at all, from peer mentoring experiences? Students participated in four planned peer mentoring experiences; an unanticipated, informal mode of peer mentoring emerged during large-group teaching experiences. Analysis revealed that student perceptions of and comfort levels with peer mentoring varied as their roles as teacher or learner changed. Findings suggest that students use prior music and teaching knowledge when engaged in peer mentoring and their enactment of teaching roles varied depending on the structure of peer mentoring episodes. Benefits to students included increased awareness of themselves as teachers and enhanced comfort with providing and receiving critique.
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Lee, Jongwook, Amelia Anderson i Gary Burnett. "Peer relationships and mentoring between LIS doctoral students: A qualitative approach". Journal of Librarianship and Information Science 49, nr 1 (8.07.2016): 115–24. http://dx.doi.org/10.1177/0961000615592024.

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Despite the critical role of peers in the socialization of doctoral students, relatively few researchers have studied types of peer relationships and information exchanged between doctoral students. This study aims to explore doctoral students’ perceptions of their peer relationships and informal peer mentoring within a library and information science program. The authors applied Kram and Isabella’s peer relationship framework developed in organizational settings to examine peer relationship types of library and information science doctoral students. Interviews with 12 doctoral students reveal the existence of cohort, social/academic peer, and other peer groups, which can be mapped onto Kram and Isabella’s continuum of peer relationships, categorized as special, collegial, and information peers; however, this framework suffers from a limitation in explaining dysfunctional peer relationships identified in the study. In regard to differences between peer relationships and peer mentoring, respondents tend to perceive mentoring as a developmental function that takes place in peer relationships. Moreover, the authors propose five types of information exchanged between doctoral students, which are (a) basic, (b) administrative, (c) professional, (d) social, and (e) personal information, and they suggest that peer relationships influence the topical diversity and degree of disclosure in information exchange.
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Dennison, Susan. "Peer Mentoring: Untapped Potential". Journal of Nursing Education 49, nr 6 (1.06.2010): 340–42. http://dx.doi.org/10.3928/01484834-20100217-04.

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Rozprawy doktorskie na temat "Peer mentoring"

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

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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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Merriman, Carolyn S., P. Ramsey i 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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Merriman, Carolyn S., P. Ramsey i 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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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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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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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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Gwyn, Lydia, i 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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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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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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Książki na temat "Peer mentoring"

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Turner, Tammy, Michelle Lucas i Carol Whitaker. Peer Supervision in Coaching and Mentoring. Abingdon, Oxon ; New York, NY : Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315162454.

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Frith, Louise, Gina May i Amanda Pocklington. The Student’s Guide to Peer Mentoring. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-59996-4.

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Heikkinen, Hannu, Päivi Tynjälä i Hannu Jokinen. Peer-group mentoring for teachers' professional development. New York, NY: Routledge, 2012.

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Heikkinen, Hannu, Päivi Tynjälä i Hannu Jokinen. Peer-group mentoring for teachers' professional development. New York, NY: Routledge, 2012.

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Homies: Peer mentoring among African-American males. Dekalb, Ill: Leps Press, 1998.

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Mentoring human potential: Student peer mentors as catalysts for academic success. Bloomimgton, Indiana: iUniverse Inc., 2011.

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Coe, Emma. Setting up peer-mentoring with postgraduate research students. London: SRHE and Times Higher Education Supplement, 2000.

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Pillemer, Karl A. CNA mentoring made easy: Everything you need to run a successful peer mentoring program. Wyd. 2. Clifton Park, NY: Delmar Cengage Learning, 2013.

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Sinclair, Goodlad, i British Petroleum Company, red. Mentoring and tutoring by students. London: Kogan Page, 1998.

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Koring, Heidi, i Dana T. Zahorik. Peer advising and mentoring: A guide for advising practitioners. Wyd. 2. Manhattan, KS: NACADA, National Academic Advising Association, 2013.

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Części książek na temat "Peer mentoring"

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Clark, Adele, i Jacqui Blades. "Peer mentoring". W Practical Ideas for Emotional Intelligence, 162. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315169224-89.

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Brocke, Pia Simone, Gitta Victoria Brüschke, Yulika Ogawa-Müller i Ilja Gaede. "Mentoring-Formate: Peer- und Gruppen-Mentoring". W Praxishandbuch Mentoring in der Wissenschaft, 91–104. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-14268-1_9.

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Snowden, Michael. "Peer Mentoring: Guaranteed Gold?" W Mentorship, Leadership, and Research, 117–28. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95447-9_9.

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Turner, Tammy, Michelle Lucas i Carol Whitaker. "Defining peer supervision". W Peer Supervision in Coaching and Mentoring, 7–24. Abingdon, Oxon ; New York, NY : Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315162454-2.

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Turner, Tammy, Michelle Lucas i Carol Whitaker. "Group peer supervision". W Peer Supervision in Coaching and Mentoring, 75–105. Abingdon, Oxon ; New York, NY : Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315162454-5.

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Goodrich, Andrew. "Peer mentoring and sharing knowledge". W Peer Mentoring in Music Education, 17–34. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003243618-3.

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Ball-Smith, Claire. "Peer Mentoring Relationships for Professional Placements". W Mentoring in Higher Education, 115–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46890-3_7.

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Goodrich, Andrew. "Sharon Phipps". W Peer Mentoring in Music Education, 148–63. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003243618-10.

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Goodrich, Andrew. "Dana Monteiro". W Peer Mentoring in Music Education, 109–31. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003243618-8.

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Goodrich, Andrew. "Introduction". W Peer Mentoring in Music Education, 1–13. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003243618-1.

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Streszczenia konferencji na temat "Peer mentoring"

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Morton, Benterah. "Mentoring for Success: Peer Mentoring and Early Career Faculty". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1584773.

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"Session details: Paper Session: Peer Mentoring". W the 49th ACM Technical Symposium, Chair Durga Suresh. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3159450.3247852.

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Suresh, Durga. "Session details: Paper Session: Peer Mentoring". W SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3247852.

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Rybarczyk, Ryan. "Non-Major Peer Mentoring for CS1". W SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3366901.

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Janeja, Vandana P., Carolyn Seaman, Kerrie Kephart, Aryya Gangopadhyay i Amy Everhart. "Cybersecurity workforce development: A peer mentoring approach". W 2016 IEEE Conference on Intelligence and Security Informatics (ISI). IEEE, 2016. http://dx.doi.org/10.1109/isi.2016.7745487.

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Daza, Jason, Lluisa Escoda, Jesús Planella, Marianna Soler i Joan Josep Suñol. "PEER MENTORING: STUDENTS SUPPORT IN HIGHER EDUCATION". W 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1736.

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O'Donnell, Catherine, Brian Murphy i Barbara Hunter. "PEER ASSISTED STUDY SESSIONS (PASS) PEER MENTORING FOR WIDENING ACCESS AND INCLUSIVITY". W 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0301.

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Leal Fonseca, Diego Ernesto, Ana María Vargas Betancur i Leydy Johana García Pineda. "DIADEMMA: A tool to promote peer-mentoring in Colombian higher education". W Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13076.

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Mentoring programs in higher education have gained importance in recent years for their contribution to the development of professional and personal skills, as well as improving student retention and completion. Considering this, the program Generation E, –created by the Colombian Ministry of Education to provide socioeconomic support to underprivileged youth for their access to higher education–, started to include mentoring strategies in 2019 as a key element to foster completion. In 2020, a development model was designed to assess the situation of these programs in higher education institutions across the country. This article describes an analytic tool –called DIADEMMA (Diagnosis of Mentoring Moments Development)– which articulates five development moments with six factors key to any mentoring program, drawing on a structure proposed by an existing model for the assessment of higher education programs for student retention in Colombia. The first implementation of DIADEMMA allowed to identify the status of peer-mentoring initiatives in an initial group of institutions, providing input to define actions to support their consolidation, considering the nature and possibilities of each one of them.
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Clarke-Midura, Jody, Frederick Poole, Katarina Pantic, Megan Hamilton, Chongning Sun i Vicki Allan. "How Near Peer Mentoring Affects Middle School Mentees". W SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3159525.

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Monte, Amy E., Kerri A. Sleeman i Gretchen L. Hein. "Does peer mentoring increase retention of the mentor?" W 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417950.

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Raporty organizacyjne na temat "Peer mentoring"

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Initiative, Integra. Peer mentoring: An effective strategy for integrating HIV and SRH services. Population Council, 2015. http://dx.doi.org/10.31899/rh9.1007.

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DeTurk, Patricia. Lighting the Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest in STEM Careers: A Case Study at the Community College Level. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1095.

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Denison, Julie, Virginia Burke, Sam Miti, Bareng Nonyane, Christiana Frimpong, Katherine Merrill, Elizabeth Abrams i Jonathan Mwansa. Project YES! Youth Engaging for Success: A randomized controlled trial testing a peer mentoring approach among HIV-positive adolescents and young adults in Ndola, Zambia. Population Council, 2021. http://dx.doi.org/10.31899/hiv12.1020.

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Project YES! Youth engaging for success: A peer mentoring program to transition youth to HIV self-management in Zambia. Population Council, 2017. http://dx.doi.org/10.31899/hiv6.1025.

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