ERIC Number: ED468255
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Caring for Kids in Communities: Using Mentorship, Peer Support, & Student Leadership Programs in Schools. Counterpoint.
Ellis, Julia; Small-McGinley, Jan; De Fabrizio, Lucy
This book invites schools to consider the use of mentorship, peer support, and student leadership programs to positively support the growth and learning of all students. It presents research on successful K-12 programs and case studies of individual programs and people. Eighteen chapters are: (1) "Introduction and Overview"; (2) "Five Elementary School Mentorship Programs"; (3) "A Secondary School Mentorship Program"; (4) "Evaluation of Two Elementary School Literacy Mentorship Programs"; (5) "Guidelines for Elementary School Literacy Mentorship Programs"; (6) "The Pedagogy of a Friend: A Case Study of One Mentor Pair"; (7) "Putting on Mentors' Shoes"; (8) "The Pedagogy of Mentors"; (9) "Program Design and Support Issues"; (10) "Instant Soul Mates: Case Study of Tiara and Joel"; (11) "Like a Courtship: Case Study of Carey and Dustin"; (12) "Like Making a New Woman Friend: Case Study of Kristen and Cascandra"; (13) "Appropriated As a Grandma: Case Study of Elizabeth and Narissa"; (14) "Unlocking the Secret to Mentorship Relationships"; (15) "Descriptions of Five Peer Support Programs K-12"; (16) "Descriptions of Two Student Leadership Programs"; (17) "Students' Perspectives on Peer Support and Student Leadership Programs"; and (18) "Closing Thoughts: Someone To Talk To." Program support and recruitment materials are appended. (Contains 47 references.) (SM)
Descriptors: Elementary Secondary Education, Interpersonal Relationship, Literacy Education, Mentors, Peer Relationship, Program Development, School Community Relationship, Student Leadership, Volunteers
Peter Lang Publishing, Inc., 275 Seventh Avenue, 28th Floor, New York, NY 10001 ($29.95). Tel: 800-770-LANG (Toll-Free); Fax: 212-647-7707.
Publication Type: Books; Guides - Non-Classroom; Reports - Research
Education Level: N/A
Authoring Institution: N/A