Understanding the Aspects of Mentorship

References
Nash, D., & Treffinger, D. (1993). The Mentor Kit. A Step-by-Step Guide To Creating an Effective Mentor Program in Your School [and] Reproducible Forms To Accompany the Mentor Program in Your School. Retrieved from ERIC database.

Mentorships, the art of a creatively productive person teaching, counseling, and inspiring a student with similar interests, can be the result of circumstance or they can be the result of mentorship programs engineered in the academic world. Data collected from over 25 different academic models of mentorship have been distilled into 7 key steps to implement a successful mentorship program for students. Special emphasis has been placed on creative approaches to solving the many predictable problems that generally occur in mentorship programs.

References
Shinew, K., Hibbler, D., & Anderson, D. (2000). The Academic Cultural Enrichment Mentorship Program: An Innovative Approach To Serving African American Youth. Journal of Park & Recreation Administration, 18(3), 103-121. Retrieved from Education Research Complete database.

The purpose of this study was to evaluate an after-school program that is designed to meet the specific needs of African American youth. The program is called the Academic Cultural Enrichment (ACE) Mentorship Program and is sponsored, in part, by the Champaign Park District. The purpose of the program is to provide students with the competencies and skills needed to be involved, resilient, and successful. The program seeks to foster positive Black identities in the participants, and to develop strong math, reading, oratorical, and analytical thinking skills. The program has a strong African cultural component, as well as academic and recreation components. Three research questions guided the evaluation project: 1) Are the program s goals being achieved; 2) Do the parents and leaders perceive a positive change in the participant's behaviors and attitudes as a result of their participation in the program; and 3) What are the salient program aspects of the ACE Mentorship Program.

References
Chao, G., Michigan State Univ., E., & And, O. (1991). A Comparison of Informal Mentoring Relationships and Formal Mentorship Programs. Retrieved from ERIC database.

open-ended exploratory questions were employed which required participants to describe the formation of the mentorship as well as the benefits and negative side-effects. Among the study's conclusions were the following: (1) mentors do influence the protege's intrinsic job satisfaction and organizational socialization; (2) the majority of the formal proteges (83%) indicated that the mentors had no choice or that they were unaware of the factors involved in establishing the relationship, the opposite of the informal proteges; and (3) similarity of goals and interests between the protege and mentor was cited by more informal proteges than formal proteges.

References
Schreck, T., & And, O. (1993). Mentorship in Practice: A Multi-Method Approach. Retrieved from ERIC database.
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study was conducted to evaluate a field-based mentorship program using a multi-method approach. It explored the use of mentorship as practiced in the Florida Compact, a business education partnership established in Florida in 1987. The study was designed to identify differences between mentors and mentorees, as well as differences within mentoree subgroups. It also identified differences in outcome data for subgroups of mentorees using school record data.

References
Goldner, L., & Mayseless, O. (2009). The Quality of Mentoring Relationships and Mentoring Success. Journal of Youth and Adolescence, 38(10), 1339-1350. Retrieved from ERIC database.

Qualities in the mentoring relationship such as closeness, dependency and unrealistic expectations for the continuation and deepening of the relationship, beyond the planned period, were positively associated with the children's social and academic adjustment, and contributed to perceived academic competence, social support and wellbeing. Generalization of positive mentoring experiences to other relationships (such as the mother-child relationship) and the role of unrealistic expectations and dependency as key elements are considered.

References
Shlafer, R., Poehlmann, J., Coffino, B., & Hanneman, A. (2009). Mentoring Children with Incarcerated Parents: Implications for Research, Practice, and Policy. Family Relations, 58(5), 507-519. Retrieved from ERIC database.

nvestigated children and families who were participating in a mentoring program targeting children with incarcerated parents. Using multiple methods and informants, we explored the development of the mentoring relationship, challenges and benefits of mentoring children with incarcerated parents, and match termination in 57 mentor-child dyads. More than one-third of matches terminated during the first 6 months of participation.

References
(2006). Create a mentorship program to help struggling students. (cover story). Successful Registrar, 5(11), 1-8. Retrieved from Education Research Complete database.

article focuses on ways to create a mentorship program for students. It explores the advantages of launching a mentorship program. It notes that school personnel can also use programs and workshops that already exist on campus. It emphasizes the need for schools to ask for assistance from experienced colleagues.

References
McCann, T., & Johannessen, L. (2010). Mentoring Matters: Designing a Mentor Program. English Journal, 99(4), 94-96. Retrieved from ERIC database.

In this article, the authors offer a rudimentary guide for designing a mentor program. They base the suggestions on the results of evaluations of mentor programs that invited both the mentors and the proteges to evaluate their experiences. The authors review and briefly describe each of the critical components in designing a mentoring program. These include (1) recruiting and selecting mentors; (2) matching mentors with proteges; (3) communicating effectively; (4) training and support; (5) observations and meetings; (6) documentation and reflection; and (7) ongoing evaluation.

References
Ellis, J. (1997). Volunteer Mentorship Programs To Prevent and Respond to Troubled Behavior. Alberta Journal of Educational Research, 43(1), 53-56. Retrieved from ERIC database.

Discusses school programs and practices that prevent or remedy problem behavior in elementary school students by enlisting volunteers to provide caring relationships and extend the support base for meeting student needs. Describes planned research to document program outcomes as well as the experiences of participants in such activities, and to develop a documentary video. (SV)
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References
da Costa, J., Klak, R., & Schinke, R. (2000). Mentoring: Promoting Inner City Elementary School Student Literacy. Retrieved from ERIC database

One of the keys to enabling children from disadvantaged backgrounds to be successful in school and later in life might be to provide them, through mentors, with exposure to literacy and numeracy, and to introduce problem-solving techniques to them early in their school careers. This study was concerned specifically with the mentorship experiences of: low socioeconomic or educationally disadvantaged elementary students who might not achieve their maximum potential in school or later in life; mentors who made commitments to work "one-on-one" with mentees on a regular basis for one school year; and the school mentorship coordinator as she worked to bring mentors and mentees together.

References
Abcug, L. (1991, April 1). Teachers Achieving Success with Kids (TASK): A Teacher-Student Mentorship Program for At-Risk Students. Retrieved from ERIC database.

(TASK) mentorship program was designed to improve the attendance, discipline, academic achievement and attitudes of at-risk students attending an urban middle school. In order to develop positive relationships, 25 teacher-student pairs met each day away from the classroom setting and engaged in one hour weekly sessions. Weekly progress reports were completed by teachers which evaluated the student's attendance, discipline and academic progress.

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References
Department for Education and Skills, L. (2002). Removing the Barriers: Raising Achievement Levels for Minority Ethnic Pupils. Exploring Good Practice. Retrieved from ERIC database.

raising the achievement of their ethnic minority students by increasing expectations of what each student is capable of, valuing diversity, working in partnership with parents, and encouraging students to believe in themselves and take responsibility for their own learning. The resource is designed to be used in a range of settings (e.g., whole-school training sessions, small discussion groups, and individual induction programs).

References
Whipple, V., & Kishwaukee Coll., M. (1987). Career Education and Training for Teen Parents Program. Final Report. Retrieved from ERIC database

to provide educational and vocational services to teen parents (ages 14 to 21) and to establish a regional delivery system and community linkages that would integrate training, education, and support services for teen parents in the college's district.

References
Broadbent, R., & Papadopoulos, T. (2009). Community Education and Youth Mentoring: How to Build Good Practice?. Australian Journal of Adult Learning, 49(2), 318-351. Retrieved from ERIC database.

Their specific objectives are to: (1) coordinate effective regional delivery of new and existing mentoring programs and related activities; (2) identify, document and share best practice mentoring models; (3) strengthen community partnerships and collaboration, and the capacity and skills delivery of mentoring programs; and (4) develop cross-sectoral and whole-of-community approaches to mentoring. The aim of the evaluation was to determine the effectiveness of the RCPs in achieving these objectives, including the monitoring of program outcomes and strategic partnerships supporting these projects.

Darrow, A., Novak, J., Swedberg, O., Horton, M., & Rice, B. (2009). The effect of participation in a Music Mentorship Program on the self esteem and attitudes of at-risk students. Australian Journal of Music Education, (2), 5-16. Retrieved from Education Research Complete database.

The purpose of the paper was to examine the effect of participation in a music mentorship program on the self-esteem and attitudes of at-risk students. Participants (N = 24) were adolescent girls enrolled in a special program for secondary students who are at risk for academic failure and who are experiencing conflict in school and at home. Participants were assigned to a music mentorship group, music participation only group (no mentorship component), or control group (no participation in music). Interventions were at-risk students' participation in either a 16-week music mentorship program, or a 16-week music only program.

References
Caldarella, P., Adams, M., Valentine, S., & Young, K. (2009). Evaluation of a Mentoring Program for Elementary School Students at Risk for Emotional and Behavioral Disorders. New Horizons in Education, 57(1), 1-16. Retrieved from ERIC database.
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For healthy development, children need positive relationships with adults. Due to changes in family systems and shifting social norms, many children may be receiving less parental support than in the past and may be discouraged from forming natural mentoring relationships with other adults. Mentoring programs are designed to facilitate appropriate, meaningful relationships between children and adults leading to positive outcomes such as improved social skills and self-esteem. Mentoring programs are being more widely implemented in schools, though additional evaluation of the effects of these programs is needed. Aims: The purpose of this article is to describe and evaluate a school-based mentoring program in which adult volunteers were paired with elementary school students at risk for emotional and behavioral disorders.