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Tytuł pozycji:

Stories from the Front Lines of Student Success: The Implementation and Progress of Near Peer Mentoring Programs in Alaska and Idaho. Western Policy Exchanges

Tytuł :
Stories from the Front Lines of Student Success: The Implementation and Progress of Near Peer Mentoring Programs in Alaska and Idaho. Western Policy Exchanges
Autorzy :
Krueger, Carl; Western Interstate Commission for Higher Education
Źródło :
Western Interstate Commission for Higher Education. 8 pp.
Dostępność :
Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED573108">https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED573108
Western Interstate Commission for Higher Education. P.O. Box 9752, Boulder, CO 80301-9752. Tel: 303-541-0200; Fax: 303-541-0291; Web site: http://wiche.edu
Recenzowane naukowo :
N/A
Data publikacji :
2016
Deskryptory :
Mentors, Peer Teaching, Program Implementation, Program Effectiveness, College Readiness, Low Income Groups, Grants, Federal Aid, College Applicants, College Bound Students, High School Students, High School Graduates, Postsecondary Education, State Programs
Abstractor :
ERIC
Język :
English
Liczba stron :
8
Education Level :
Higher Education; Postsecondary Education; Secondary Education; High Schools
Typ publikacji :
Reports - Descriptive
Kod czasopisma :
JAN2020
Data wpisu :
2017
Numer akcesji :
ED573108
Raport
This brief provides an overview of the implementation and impact of near peer mentoring programs in Alaska and Idaho from the standpoint of both existing research and the near peers themselves. While progress is being monitored as part of state College Access Challenge Grant (CACG) program implementation and activity, only limited data on the overall effectiveness of the model are currently available. Therefore, in addition to what is known about specific outcomes, including increased Free Application for Federal Student Aid (FAFSA) submissions and postsecondary applications and enrollments, this brief provides testimonials from mentors and the students they served--students who might have never considered college as an option without the extra support of a near peer or college guide. Further, based on internal program data and outcomes, the brief also offers strategies and promising practices that have helped to foster a college-going culture in schools that serve a predominantly low-income student body.

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