Evaluation of the PALS (Partners in Active Learning Support) Mentoring Program. Final Report for National FFA Organization.

Autor/in	Talbert, B. Allen
Titel	Evaluation of the PALS (Partners in Active Learning Support) Mentoring Program. Final Report for National FFA Organization.
Quelle	(1996), (101 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cross Age Teaching; Elementary School Students; Elementary Secondary Education; High School Students; Mentors; Student Organizations; Tutoring + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Förderkonzept; Nachhilfeunterricht
Abstract	An evaluation, informed by a literature review, was conducted of current PALS (Partners in Active Learning Support) programs run by the FFA (Future Farmers of America), through site visits and survey administration. Site visits were made to four participating FFA chapters to evaluate the program, which matches high school mentors with grade school students to form one-on-one relationships that were intended to help keep students in school. Survey data were obtained from 11 of the 32 sites. The following were studied: whether high school and elementary school students were more likely to remain in school and develop leadership skills as a result of PALS, the degree of support for the program and impact of the program in the school and community, the types of activities used in weekly mentor/mentee sessions, how to reduce risk factors in the community and the school associated with adolescent problem behavior, and the longevity of PALS in participating chapters. Findings were presented in terms of the seven objectives of the study. The study concluded that the PALS program seemed to improve the elementary students' attitudes about the importance of school, and it improved their self-esteem; students were more likely to attend school because their "big friend" was coming that day. Many PALS sites were not continued because of changes in school personnel, however, and institutionalizing the program was recommended. (The project survey and other site visit documents are included in the six appendixes of the report, which contains 11 references.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC