International Handbook of Student Experience in Elementary and Secondary School

Thiessen, Dennis; Cook-­Sather, Alison

doi:10.1007/1-4020-3367-2

Cited by 85 publications

(14 citation statements)

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“…Kram's (1985), Larose and Tarabulsy's (2005) and Parra et al's (2002) models of mentoring can be identified as instrumental mentoring (Figure 2.5 and Figure 2.6). In these mentor-centred models, the mentor supports achievement, shared knowledge and values (Ellis et al, 2007). The institutional need of career progression is evident in Kram's (1985) model through an emphasis on mentors' knowledge and power.…”

Section: Evaluation Of Models Of Formal Mentoringmentioning

confidence: 99%

“…The role of the mentor is characterised as being a guide and support for the mentee. In both these mentoring models the social-emotional development of growing self-esteem, self-worth and positive life choices are as important as development of academic or career skills (Ellis et al, 2007).…”

Section: Evaluation Of Models Of Formal Mentoringmentioning

confidence: 99%

“…Prescriptive or instrumental mentoring focusses mainly on academic improvement. Research has shown that developmental relationships seek to influence personal growth and provide emotional support in addition to academic development (Ellis et al, 2007;Herrera et al, 2000). This work has placed the mentoring relationship at the centre of the mentoring process by providing opportunities for socialising, role modelling and an emotional connection.…”

Section: Importance Of Mentoring Relationship Stylementioning

confidence: 99%

“…This work has placed the mentoring relationship at the centre of the mentoring process by providing opportunities for socialising, role modelling and an emotional connection. Ellis et al (2007) in their study of a Canadian school-based mentoring programme with volunteer mentors concluded that mentors' willingness to listen and empathise empowered mentees to take risks and explore new activities and thoughts.…”

Section: Importance Of Mentoring Relationship Stylementioning

confidence: 99%

“…Findings of various studies have disagreed on the proportionality and timing of social and academic activities. Social activities, including playing games, sharing food and jointly planning activities, have been found to have the greatest impact on perceived levels of closeness and emotional supportiveness (Ellis et al, 2007;Herrera et al, 2000). Including fun and social activities can create a bond and trust in the relationship.…”

Section: Programme Structure and Activitiesmentioning

confidence: 99%

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Teachers’ and students’ experiences and perceptions of a school-wide mentoring programme in New Zealand

Moehricke¹

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Schools in New Zealand play an important role in young people’s academic and social development. Traditionally, schools have prioritised a focus on students’ academic success, with pastoral care often seen as important but not deserving a focus in itself. In the past decade, concerns about students’ wellbeing and mental health have increased and schools are tasked to find ways to deal with these concerns and demands effectively. As a strategy, many secondary schools in New Zealand have recently introduced stand-alone school-wide mentoring programmes to support their students’ academic and social development and to improve students’ wellbeing. The focus of this study is on one example of a school-wide mentoring programme which applied a whole school approach using teachers as mentors. This programme was in contrast to most formal mentoring programmes which target ‘at-risk’ students using external-to-school adult mentors. This study explores the nature of the programme, its contextual factors and teacher-mentors’ and students’ experiences and perceptions of the programme. This mixed-methods study collected teacher-mentors’ and students’ data in three distinct phases: adapted surveys from existing youth mentoring research tools (Match Characteristics Questionnaire (MCQ) and the Youth Mentoring Survey (YMS)), student World Café discussions and one-on-one interviews with teacher-mentors and students. The thematic analysis of teacher-mentors’ data identified the importance of how the intended mentoring programme was implemented, teachers’ experiences and perceptions of their relationships with students and their adaptation to the teacher-mentor role. The thematic analysis of students’ experiences and perceptions of the mentoring programme highlighted their varied experiences and perceptions which were shaped by the nature of the mentoring activities, the quality of their mentoring relationships and their perceived growth from mentoring. The study examined contextual factors which influenced the relationships between teacher-mentors and students by conducting an analysis informed by the principles of third generation CHAT. The study showed that teacher-mentors’ skills and their ability to form strong interpersonal relationships directly influenced students’ experiences and perceptions of mentoring. Close personal mentoring relationships led to students’ increased sense of wellbeing and personal growth. The key implications of these findings point towards the need for personal investment from teacher-mentors and students for mentoring relationships to be positive and successful. However, teachers’ skills in mentoring were strongly shaped by previous professional experiences such as previous experiences in pastoral care or experience of relational pedagogy in subject teaching, thus making the role more difficult for less experienced teachers. Teacher-mentor participants all noted difficulties in navigating the, at times, contradictory demands of the subject teacher and teacher-mentor roles. Ongoing professional learning about these challenges was largely absent. Students highlighted the significance of relational qualities of their mentoring relationships on their personal development, noting that these were undermined when the school changed their teacher-mentor or when a teacher-mentor left. The study highlights the value of school-wide mentoring programmes to students. It raises significant issues to resourcing and ongoing professional learning schools experience when fulfilling an extensive pastoral role in addition to their expected academic functions. The study contributes to the growing body of research about group and hybrid mentoring, and in particular, some of the challenges associated with implementing such forms of mentoring in school-wide settings.

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Section: Evaluation Of Models Of Formal Mentoringmentioning

confidence: 99%

Section: Evaluation Of Models Of Formal Mentoringmentioning

confidence: 99%

Section: Importance Of Mentoring Relationship Stylementioning

confidence: 99%

Section: Importance Of Mentoring Relationship Stylementioning

confidence: 99%

Section: Programme Structure and Activitiesmentioning

confidence: 99%

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Teachers’ and students’ experiences and perceptions of a school-wide mentoring programme in New Zealand

Moehricke¹

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Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience

Arnold

2022

Review of Education

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Assessment for Learning (AfL) is important in policy and practice in secondary schooling across the globe. It is associated with teacher expertise, student agency, a dialogic classroom climate, and a commitment to the needs of all learners. Research about AfL often includes measuring the efficacy of selected practices or foregrounding the role and experience of teachers. Less prominent is literature examining student experience, which is problematic, given AfL's generally agreed aim of orienting learners as evidence seekers, interpreters, and decision‐makers. This scoping review examined 75 empirical studies published since 2002 that provided evidence of the lived experiences of secondary school students when teachers facilitated AfL pedagogical practices. A conceptualisation of student experience as comprising six interrelated dimensions, ranging from recognition of classroom practices to integration with experiences beyond the classroom, is proposed in the thematic arrangement of results. Findings show student experience as responsive to changes in teacher practice when students are co‐practitioners of AfL and developers of disciplinary expertise. The pedagogic power of students as evaluators is affirmed in evidence that positive student evaluation of the worth or value of a practice is an important precondition for productive student experience. AfL further contributes to a generative experience of learning when it enhances dialogic interactions, with students and teachers as partners in moving learning forward. Inclusive AfL and discipline‐specific AfL practices are evident but under‐represented in the field. The video abstract for this article is available at https://youtu.be/L8HI‐KIskLs.

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Plurilingual Youth’s Negotiations of Linguistic Identity in Informal, Non-formal, and Formal Learning Spaces: A Multiple-Case Study from Iceland

Emilsson Peskova,

Ragnarsdóttir,

Zadjahangir

2024

Migrant Youth, Schooling and Identity

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International Handbook of Student Experience in Elementary and Secondary School

Abstract: (HB) ISBN-13 978-1-4020-3366-7 (HB) ISBN-10 1-4020-3367-2 (e-book) ISBN-13 978-1-4020-3367-4 (e-book)Published by Springer,

Cited by 85 publications

References 0 publications

Teachers’ and students’ experiences and perceptions of a school-wide mentoring programme in New Zealand

Teachers’ and students’ experiences and perceptions of a school-wide mentoring programme in New Zealand

Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience

Plurilingual Youth’s Negotiations of Linguistic Identity in Informal, Non-formal, and Formal Learning Spaces: A Multiple-Case Study from Iceland

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