MENTORING FOR SCHOOL STUDENTS

Mentoring for School Students

Abstract

Examines the effects of a three-year mentoring programme on the academic achievement of high ability year 13 students at a British school. The programme's purpose was to improve the academic results in the university bursary examination. The study covered a period of six years. The programme matched each selected student with a staff member in a flexible mentoring arrangement which focused on generic skills such as study skills, goal setting and time management. Protégés and mentors felt that the programme was enjoyable and successful. Protégés felt that they gained from the skills they were taught. Statistical analysis indicates that the programme did not have a measurable effect on the academic achievement of the mentored students. Reasons for this and implications for programmes of this kind are discussed.

Table of Content

Chapter One: Introduction4

Introduction4

Rationale4

Research Objectives and Questions5

Chapter Two: Literature Review8

Programme description8

Research Questions10

Chapter Three: Methodology23

References26

Chapter One: Introduction

Introduction

The importance of effective and appropriate arrangements for the transfer of pupils from primary to secondary schools as a means of ensuring curriculum continuity and progression in pupils' education is now widely recognised as a crucial factor in school improvement. The research published in the area reflects its importance in the educational policy debate in the United Kingdom. Schagen and Kerr (NFER, 1999) examined the issue of continuity and progression in the context of the National Curriculum and its emphasis on curriculum continuity. Their research examined how transition in the National Curriculum was affected by issues such as open enrolment and the lack of a tradition of cooperation between schools in cross-phase projects. They found that practice in some aspects of the transition process had improved considerably following the introduction of the National Curriculum, especially in terms of pastoral arrangements, and in the ways schools marketed themselves where there was competition for pupils. Even so, problems were identified where secondary schools received pupils from a large number of primary schools, due in part to the practical difficulties of working with so many feeder schools (Edlind and Haensly, 1985; Merriam, 1983).

Rationale

Transition from primary to secondary school is acknowledged as a key issue in educational policy in Wales and elsewhere. Recent research has examined various aspects of transition, including the development of curriculum links and pastoral support for pupils. This report presents the findings from a research project sponsored by the Welsh Local Government Association (WLGA) and undertaken by the National Foundation for Educational Research (NFER) to explore evidence of good practice in transition in Wales.

Research Objectives and Questions

The study reported in this paper assesses the impact of a mentoring programme on the achievement of high ability students in their final year at 9th and 10th Grade in UK. The school concerned had introduced the programme to “remove the barriers to success” for these students, and expected there to be a positive effect on their academic results in the end-of-year national examination. This paper explores issues surrounding mentoring as a concept, the programme that the school implemented and the outcomes after a period ...