The Impact and Effect of a School-Based Mentoring Program on Students At-Risk in the Virtual Learning Environment of an Urban School District

Autor/in	Jefferson, David, Jr.
Titel	The Impact and Effect of a School-Based Mentoring Program on Students At-Risk in the Virtual Learning Environment of an Urban School District
Quelle	(2022), (179 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ed.D. Dissertation, Saint Elizabeth University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Achievement Gap; Mentors; At Risk Students; Urban Schools; Educational Technology; Technology Uses in Education; Attendance; Achievement Gains; Self Efficacy; Truancy; Suspension; Self Esteem; Academic Ability; Teacher Student Relationship; Citizenship Responsibility; High School Students; Minority Group Students; Low Income Students; Racial Differences; Socioeconomic Status; Student Diversity; Emotional Intelligence; Delinquency; Dropouts; School Segregation; Disadvantaged Youth; Equal Education; Educational Finance; Program Effectiveness; Student Behavior; Student Attitudes; Teacher Attitudes; Parent Attitudes; New Jersey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Anwesenheit; Achievement gain; Leistungssteigerung; Self-efficacy; Selbstwirksamkeit; Schulabsentismus; Schulschwänzen; Schulverweigerung; Ausschluss; Schulausschluss; Self-esteem; Selbstaufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Emotionale Intelligenz; Kriminalität; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Benachteiligter Jugendlicher; Bildungsfonds; Student behaviour; Schülerverhalten; Lehrerverhalten; Elternverhalten
Abstract	The academic achievement gap, particularly for at-risk students in urban school districts, needs to be addressed and met head on with a plan. That plan is identified as a school-based mentoring program. The purpose of this research study is to examine the impact and effect a school based mentoring curriculum has on at-risk students in an urban school district during a virtual learning environment. The findings of this study will analyze the impact of a school-based mentoring program and its effect on academic and social performance for the student engaged and participating. This plan and curriculum offers alternative support to teachers in the academic setting, therefore, assisting them in the support of student success. It is anticipated that through ongoing mentoring, there can be a change in student attendance, increased academic performance, increased levels of self efficacy, decreased acts of risky and truant behaviors along with decreasing suspension. Finally, this study aims to monitor student confidence, increased student academic skills, increased student civic awareness, and increased student/teacher interaction and overall performance. The study concludes with implications and limitations of the study, along with recommendations for future research of school-based mentoring programs. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01