Reflections on peer mentoring : student perceptions of program effectiveness and personal impact, 2023

Item — Call Number: MU Thesis Buc

Identifier: b7931659

Staff Only

Scope and Contents

From the Collection:

The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

From the Collection:

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2023

Creator

Bucior, Edward J. (1989- ) (Author, Person)
Mulvaney, Tracy, 1970- (Thesis advisor, Person)
Sasso, Vincent (1976- ) (Thesis advisor, Person)
Smith, William (Thesis advisor, Person)

Language of Materials

From the Collection:

Unless noted otherwise at the resource component level, the language of the collection materials is English.

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Extent

1 Items (print book) : 128 pages ; 8.5 x 11.0 inches (28 cm).

Additional Description

Abstract

For many school districts, transitioning from middle school to high school poses significant challenges for freshman students. These challenges encompass academic, behavioral, mental, and social aspects, presenting ongoing difficulties for high school educators, staff, and administrators annually. In response, a public high school in New Jersey introduced a peer mentoring program, leveraging the experience of upperclassmen to aid freshmen during this crucial transition. The objective of this study was to explore the perceptions of former peer mentors regarding the critical elements of the mentoring program, its effectiveness in addressing freshman challenges, and its impact on the mentors' perceived leadership development. Utilizing a qualitative approach, the study gathered insights through interviews with ex-peer mentors who had completed a full academic year in the program. An inductive methodology guided the data analysis. Interview transcriptions were meticulously examined, leading to the emergence of overarching themes. Subsequent data categorization and pattern coding further refined these findings. By shedding light on the utility of peer mentoring as an intervention strategy, this research aims to equip administrators with the necessary insights to determine its potential effectiveness in addressing the multifaceted challenges faced by freshmen in their respective districts.

Keywords: academic interventions, high school, leadership development, peer mentoring

Partial Contents

Dedication & acknowledgements -- List of tables -- 1. Introduction -- 2. Review of literature -- 3. Methods -- 4. Findings -- 5. Discussion -- References -- Appendices.