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ERIC Number: ED547218
Record Type: Non-Journal
Publication Date: 2009
Pages: 182
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-7433-6
ISSN: N/A
The Jones-Zimmermann Academic Mentoring Program: A Follow-up Study
Castro, Maria Isabel
ProQuest LLC, Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services
This researcher examined the continuum of the Jones-Zimmermann Academic Mentoring Program (J-ZAMP) after its initial three years and its sustainability of the first cohort at the high school level. I addressed the academic mentoring program's long and short term goals by identifying the first cohort of mentees, their present status in high school, and their post-secondary plans. Methodology included gathering archival data collected for the first three years from three sites. The focus was to identify and locate the first cohort of the J-ZAMP mentees who had participated in the program during 2001 through 2003. Mentees were then interviewed about the J-ZAMP using open-ended questions, and their records were reviewed, including state assessments, report cards, SAT scores, and high school transcripts. Findings: Mentees that participated in the interviews reported positive experiences. Of the 36 mentees in the mentoring program, 12 graduated and had post-secondary plans. The status of the remaining 24 was unknown. The mentees that were interviewed spoke about the helpfulness of the program and expressed positive experiences with the program. This investigator analyzed the efforts of the J-ZAMP to create a program which would influence participants in the following way: mentors to increase interest in teaching, mentees to increase their academic performance and self-confidence, directors and mentors of each site to improve collaboration with their participating school staff, and in general to build relationships between the mentors and mentees. The outcome of this study supports the need for continued development of the mentor training program and the building of a stronger relationship among the directors, mentors, and the middle school partnership to better serve the needs of the mentees. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools; High Schools; Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)