Review of Three Recent Randomized Trials of School‐Based Mentoring and commentaries

Wheeler, Marc E.; Keller, Thomas E.; DuBois, David L.

doi:10.1002/j.2379-3988.2010.tb00064.x

Cited by 79 publications

(100 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Given that some previous studies have found a positive association with longer duration mentoring, this study might reinforce calls for mentoring to be sustained over longer periods of time (e.g., at least 1 year) to achieve positive results (Wheeler et al, 2010). To further reinforce this point, the effects of mentoring on school connectedness were generally more positive (or at least less negative) at 8 weeks as opposed to 3 weeks.…”

Section: Evaluation Of Middle School Mentoring Programmentioning

confidence: 56%

“…The results also add to a very limited number of controlled studies of brief, school-based mentoring, which have found mostly small and sometimes negative effects (Wheeler et al, 2010). Based on these research findings, there needs to be an immediate and concerted effort to evaluate these programs for positive and negative outcomes, and improve them when indicated.…”

Section: Evaluation Of Middle School Mentoring Programmentioning

confidence: 71%

“…In these models, roughly 81% to 86% of the results were found to be significant when the effect was set as medium, whereas the power to find a smaller effect was found to be around .70. Given that most of the interventions in the research literature have found mostly small effects (Wheeler, Keller, & Dubois, 2010), the power in this study falls below the recommended level of 80% (Cohen, 1988). Consequently, nonsignificant findings should be interpreted with caution due to risk of Type II errors.…”

Section: Data Analytic Proceduresmentioning

confidence: 76%

“…Importantly, school-based mentoring constitutes the majority of mentoring relations in the United States. In a recent review of the experimental school-based mentoring literature, Wheeler et al (2010) noted that ''depending on how findings and conclusions from the three recent evaluations are interpreted or weighted, arguments seemingly could be made for or against continued investments in school-based mentoring'' (p. 6). Although Wheeler et al express optimism in the available evidence for school-based mentoring, they conclude by stating that ''effect sizes observed for SBM [school-based mentoring] are in a range that makes their interpretation subject to underlying perspectives and priorities'' (p.16).…”

Section: Evaluation Of Middle School Mentoring Programmentioning

confidence: 97%

See 3 more Smart Citations

Randomized evaluation of a single semester transitional mentoring program for first year middle school students: a cautionary result for brief, school-based mentoring programs

McQuillin

Smith

Strait

2011

J. Community Psychol.

View full text Add to dashboard Cite

Section: Evaluation Of Middle School Mentoring Programmentioning

confidence: 56%

Section: Evaluation Of Middle School Mentoring Programmentioning

confidence: 71%

Section: Data Analytic Proceduresmentioning

confidence: 76%

Section: Evaluation Of Middle School Mentoring Programmentioning

confidence: 97%

See 2 more Smart Citations

Randomized evaluation of a single semester transitional mentoring program for first year middle school students: a cautionary result for brief, school-based mentoring programs

McQuillin

Smith

Strait

2011

J. Community Psychol.

View full text Add to dashboard Cite

“…In a typical school-based mentoring programme, volunteer mentors and students from the participating school are matched on a one-to-one basis, and spend their time together participating in a range of activities at school throughout the academic year (Wheeler, Keller and DuBois, 2010). Wheeler, Keller and DuBois (2010) reviewed three randomised control trials of school-based mentoring programmes, and concluded that school-based mentoring programmes have small but significant effects on school-related misconduct, absenteeism and truancy.…”

Section: Mentoring Programmesmentioning

confidence: 99%

Fostering social and emotional skills through families, schools and communities

Ikesako

Miyamoto

2015

OECD Education Working Papers

View full text Add to dashboard Cite

JT03378287Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Working Papers describe preliminary results or research in progress by the authors and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgment of the source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@copyright.com or the Centre français d'exploitation du droit de copie (CFC) at contact@cfcopies.com.Comment on the series is welcome, and should be sent to edu.contact@oecd.org.This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD.-EDU/WKP(2015)10 3 ABSTRACT Social and emotional skills, such as perseverance, sociability and self-esteem, help individuals face the challenges of the 21st century and benefit from the opportunities it brings. Policy makers, teachers and parents can help foster these skills by improving the learning environments in which they develop. This paper reviews international evidence, including those from Japan, to better understand the learning contexts that can be conducive to children's social and emotional development. It sheds light on features that underlie successful learning programmes including intervention studies. Reviewed evidence suggests that there are important roles for families, schools and communities to play in enhancing children's social and emotional skills, and that coherence across multiple learning contexts needs be ensured. While most of the evidence comes from the United States and the United Kingdom, the paper suggests that further efforts could be made in Japan in collecting and better exploiting micro-data on a range of social and emotional skills, as well as in evaluating effectiveness of interventions designed to raise social and emotional skills. RÉSUMÉLes compétences socio-affectives, telles que la persévérance, la sociabilité et l'estime de soi, aident les individus à faire face aux dé...

show abstract

The Role of School‐based Group Mentoring in Promoting Resilience among Vulnerable High School Students

Kuperminc

Chan

Hale

et al. 2019

American J of Comm Psychol

View full text Add to dashboard Cite

This study examined the role of participation in a year‐long school‐based group mentoring program, Project Arrive (PA), on increasing resilience during the first year of high school among students identified as being at high risk for school dropout. Participants were 114, ninth grade students taking part in one of 32 PA mentoring groups, and 71 statistically matched comparison students (53% male, 75% eligible for free/reduced‐price lunch, 62% Latinx). Using a propensity score with inverse probability of treatment weighting (IPTW) to reduce selection bias, and a multi‐level model to account for non‐independence of data within mentoring groups, we examined changes from pre‐test to program exit on seven external resilience resources (developmental supports and opportunities) and four internal resilience assets (personal strengths). At program exit, PA participants had higher adjusted means than comparisons on six external resources, including school support, school belonging, school meaningful participation, peer caring relationships, prosocial peers, and home meaningful participation. PA participants also had higher adjusted means on one internal asset, problem solving. Results point to the promise of group mentoring as an approach for increasing resilience among academically vulnerable adolescents.

show abstract

Review of Three Recent Randomized Trials of School‐Based Mentoring and commentaries

Cited by 79 publications

References 50 publications

Randomized evaluation of a single semester transitional mentoring program for first year middle school students: a cautionary result for brief, school-based mentoring programs

Randomized evaluation of a single semester transitional mentoring program for first year middle school students: a cautionary result for brief, school-based mentoring programs

Fostering social and emotional skills through families, schools and communities

The Role of School‐based Group Mentoring in Promoting Resilience among Vulnerable High School Students

Contact Info

Product

Resources

About