ERIC Number: ED464900
Record Type: Non-Journal
Publication Date: 2002-Jan
Reference Count: N/A
Evaluation of the 2000-01 In-School Mentoring Pilot Project. Final Report.
Alberta Learning, Edmonton.
This study evaluated the In-School Mentoring pilot project, conveying the positive and negative repercussions of mentoring. The mentoring program was designed to help early elementary students improve their literacy skills. Interviews with 15 participating Alberta Learning employee in-school mentors examined program impact on both students and mentors. Overall, mentors considered the experience very positive and a good opportunity to help students. Most mentors believed that the mentoring match worked well or very well and that they made a difference in the lives and literacy of participating students. Positive changes they reported for themselves included motivation, interest, attendance, and confidence. They felt that the greatest amount of personal satisfaction came from the students' growth in literacy and knowledge, in attitude, and in self-esteem. The majority of mentors did not think that mentoring interfered with their work time. Most mentors expressed strong support for continuing and/or expanding the program in the next year. (Contains 12 tables.) (SM)
Descriptors: Elementary Education, Elementary School Teachers, Faculty Development, Foreign Countries, Literacy Education, Mentors, Reading Skills, Teacher Attitudes
Alberta Learning, System Improvement and Reporting Division, Devonian Building, 11160 Jasper Avenue, Edmonton, Alberta T5K 0L2, Canada. Tel: 780-422-8671; Fax: 780-422-8345; e-mail: firstname.lastname@example.org.
Publication Type: Reports - Research
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: Alberta Learning, Edmonton.
Identifiers - Location: Canada