東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Team L.E.A.D: Peer Mentoring as an I...

Hauser, Meir.

Linked to FindBook

Google Book

Amazon

博客來

Team L.E.A.D: Peer Mentoring as an Intervention Strategy to Increase School Connectedness.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Team L.E.A.D: Peer Mentoring as an Intervention Strategy to Increase School Connectedness./
Author:	Hauser, Meir.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	85 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10257321
ISBN:	9781369618969

Team L.E.A.D: Peer Mentoring as an Intervention Strategy to Increase School Connectedness.
Hauser, Meir.

Team L.E.A.D: Peer Mentoring as an Intervention Strategy to Increase School Connectedness. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 85 p.

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Psy.D.)--The Chicago School of Professional Psychology, 2017.

School connectedness is defined as "the belief by students that adults and peers in the school care about their learning as well as about them as individuals" (Center for Disease Control, 2015). School connectedness has been shown in research to be a factor in decreasing school aggression, decreasing levels of depression and anxiety in adolescents, increasing self-confidence, self-esteem, and academic performance. Many schools use programs to attempt to work on each of these areas individually with particular emphasis on decreasing school aggression. This is done through bullying prevention and intervention programs. However, recent research has shown these programs to be ineffective. This dissertation is a pilot program evaluation of the Team L.E.A.D (Leadership Empathy Accountability and Discussion) program being implemented in a middle school district in Indiana. Specifically, the L.E.A.D. program employs the use of student mentors to implement change in the school climate and school connectedness and its three subcomponents . The aim of this study was to evaluate the program's relationship to increasing the level of perceived school connectedness in middle school students. The program evaluation design uses an archival data set from surveys completed by middle school students who are participating in the program for the first time and collected pre- and post-participation. The quantitative analysis indicated that the program contributed to overall school connectedness for the specific school district targeted for the pilot study, particularly with regards to behavioral and emotional engagement. The analysis indicates that the program contributes significantly to improvements in school connectedness and provides a direction for evaluations and improvements for the program.

ISBN: 9781369618969Subjects--Topical Terms:

517650
Educational psychology.

Team L.E.A.D: Peer Mentoring as an Intervention Strategy to Increase School Connectedness.
LDR:02776nmm a2200301 4500 001 2124668
005 20171031101042.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9781369618969
035 $a (MiAaPQ)AAI10257321
035 $a AAI10257321
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hauser, Meir. $3 3286674
245 1 0 $a Team L.E.A.D: Peer Mentoring as an Intervention Strategy to Increase School Connectedness.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 85 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: William Filstead.
502 $a Thesis (Psy.D.)--The Chicago School of Professional Psychology, 2017.
520 $a School connectedness is defined as "the belief by students that adults and peers in the school care about their learning as well as about them as individuals" (Center for Disease Control, 2015). School connectedness has been shown in research to be a factor in decreasing school aggression, decreasing levels of depression and anxiety in adolescents, increasing self-confidence, self-esteem, and academic performance. Many schools use programs to attempt to work on each of these areas individually with particular emphasis on decreasing school aggression. This is done through bullying prevention and intervention programs. However, recent research has shown these programs to be ineffective. This dissertation is a pilot program evaluation of the Team L.E.A.D (Leadership Empathy Accountability and Discussion) program being implemented in a middle school district in Indiana. Specifically, the L.E.A.D. program employs the use of student mentors to implement change in the school climate and school connectedness and its three subcomponents . The aim of this study was to evaluate the program's relationship to increasing the level of perceived school connectedness in middle school students. The program evaluation design uses an archival data set from surveys completed by middle school students who are participating in the program for the first time and collected pre- and post-participation. The quantitative analysis indicated that the program contributed to overall school connectedness for the specific school district targeted for the pilot study, particularly with regards to behavioral and emotional engagement. The analysis indicates that the program contributes significantly to improvements in school connectedness and provides a direction for evaluations and improvements for the program.
590 $a School code: 0971.
650 4 $a Educational psychology. $3 517650
650 4 $a Middle school education. $3 969762
650 4 $a Behavioral psychology. $3 2122788
690 $a 0525
690 $a 0450
690 $a 0384
710 2 $a The Chicago School of Professional Psychology. $b Clinical Psychology: Child and Adolescent Track. $3 3168841
773 0 $t Dissertation Abstracts International $g 78-07A(E).
790 $a 0971
791 $a Psy.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10257321