Henderson, Chet
(2025)
Teacher Mentor Perspectives on the Check and Connect Mentor Program.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Truant behavior is exhibited across all grade levels and demographics, with many factors contributing to the behavior. While truancy is a problem in our schools, there is no single approach that has been proven to reduce truant behavior across all social groups. This dissertation gains the perspectives of mentors trained in one specific program aimed at impacting student’s attendance, behavior, and course performance. The program is Check and Connect developed by the University of Minnesota. The aim of the study was to gather mentor perspectives on the Check and Connect mentor training and implementation. Mentor perspectives are important because they provide firsthand accounts about barriers and recommendations for the program.
This qualitative study consisted of interviews conducted with 20 mentors who were trained in Check and Connect. These mentors were trained and implemented the program in two separate schools with very different demographics. School A, was a large sub-urban district with over 2,000 students in grades 9-12. School B, was a small urban district with a student population of around 400 students 9-12.
Interviews provided mentor insights into the training and implementation of the program. Mentors' level of preparedness suggested that the model in which training was received mattered. Mentors in School A received in-person training, while mentors in School B received virtual training. Additionally, while dedicated time for the program varied between schools, mentors' ability to be flexible was essential to building successful working relationships with students.
Recommendations to improve the program included: a) scheduling dedicated time during the school day for mentors to meet with mentees, b) ongoing training and collaboration amongst mentors to discuss challenges and strategies, c) effective training that clearly defines program purpose and the importance of building relationships, and d) identifying strategies to engage students in the program.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
8 January 2025 |
| Date Type: |
Publication |
| Defense Date: |
29 August 2024 |
| Approval Date: |
8 January 2025 |
| Submission Date: |
26 November 2024 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
48 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Check and Connect, mentoring, mentor, scheduled time, effective training |
| Date Deposited: |
08 Jan 2025 19:20 |
| Last Modified: |
08 Jan 2025 19:20 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/47142 |
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