431:"Peer mentoring involves an interpersonal relationship between two youths of different ages that reflects a greater degree of hierarchical power imbalance than is typical of a friendship and in which the goal is for the older youth to promote one or more aspects of the younger youth's development. Peer mentoring refers to a sustained (long-term), usually formalized (i.e. program-based), developmental relationship. The relationship is "developmental" in that the older peer's goal is to help guide the younger mentee's development in domains such as interpersonal skills, self-esteem and conventional connectedness and attitudes (e.g. future motivation, hopefulness)."
372:"The concept of mentoring has become increasingly popular over the past few decades. Mentoring has been advertised as necessary in order for students and employees to flourish in their environment. However, the lack of research concerning peer mentoring programs in particular is surprising. While there is an abundance of articles on the topic of mentoring in the educational setting, authors must be held to more stringent research standards and more definitional consistency. In addition to higher quality research, the fundamental flaws within peer mentoring programs need to be corrected before these programs can reach their full potential on college campuses."
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school. Peer mentors are also used for health and lifestyle changes. For example, clients, or patients, with support from peers, may have one-on-one sessions that meet regularly to help them recover or rehabilitate. Peer mentoring provides individuals who have had a specific life experience the chance to learn from those who have recovered, or rehabilitated, following such an experience. Peer mentors provide education, recreation and support opportunities to individuals. The peer mentor may challenge the mentee with new ideas, and encourage the mentee to move beyond the things that are most comfortable. Most peer mentors are picked for their sensibility,
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vulnerable to peer pressure and unsupervised rivalry. Second, peer mentoring programs are semi-structured planned programs with specific guidelines and frequently with a set number of meetings and activities within a predetermined amount of time. Students who enroll in peer mentoring programs tend to be matched mostly according to major course of study, gender, language of preference, and ethnic background, and those students who share the largest number of similarities tend to become peers in the peer mentoring relationship. Little research is available to know what happens between peer mentors and peer mentees who have different characteristics.
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in life including graduate school or a future job. The main skill being that ability to work with people. Peer tutors often succeed better in their respective courses due to the opportunity to help others. They are allowed to spend lots of time working through adversity which ultimately benefits them in the classroom. In the course of tutoring, there could be more benefits than challenges for the tutors themselves. Careers are often influenced from a person's experience in peer tutoring. Peer tutoring help people develop the skill to be a leader. These skills can serve an important role for success in one's career.
119:"The fundamental task of the mentor is a liberatory task. It is not to encourage the mentor's goals and aspirations and dreams to be reproduced in the mentees, the students, but to give rise to the possibility that the students become the owners of their own history. This is how I understand the need that teachers have to transcend their merely instructive task and to assume the ethical posture of a mentor who truly believes in the total autonomy, freedom, and development of those he or she mentors."
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valuable insight into how well the cross-age mentoring curriculum is organized and implemented, and provides positive reinforcement for both the mentor and mentee. Mentors should be pre-screened according to their academic proficiency and attitudes to ensure that they will be able to meet the needs of a mentee. Moreover, mentors will also benefit from ongoing training, supervision and psychological support by teachers, administrators, parents and other members of the community.
263:. In this case, the tutors who participated were not only rewarded by getting paid and receiving course credit, but also by receiving recognition for their service and by improving their own academic and tutoring skills through special tutoring classes. These VYP program benefits, in turn, resulted in a positive impact on school success and lowered the dropout rates of these tutors.
229:. The school of medicine at Monash utilizes peer mentoring as part of its curricula and it is delivered by accomplished senior year medical students to junior medical students on a weekly basis after rigorous selection and training. Friendly peer leaders are empowered with guided support to impart their knowledge and experience, and motivate mentees to do better with coursework.
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Furthermore, unlike same-age peer mentoring, cross-age programs can prevent feelings of inferiority on the part of the mentee when they are mentored or tutored by a student of the same age or status. Thus, mentors who are slightly older than their mentees can take advantage of the higher status provided by their age difference while enjoying increased
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because they possess good communication, social and leadership skills. As a consequence, mentors serve as positive role models for the students, guiding them towards academic and social success. Mentors provide support, advice, encouragement, and even friendship to students. Peer mentoring may improve student retention rates.
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lifestyle by adjusting habits and helping them realize helpful ways of coping and taking on personal responsibility. Peer mentors can also help patients prepare for medical and surgical procedures and adhere to treatment regimes. Peer mentoring has been implemented in programs to support survivors of
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There are many benefits for both the peer tutor and tutee in this relationship; one aspect of this is that the tutor can establish a rapport with the tutee in a way that a teacher cannot. Tutors themselves benefit from working with students. The skills a tutor develops can be applied to other aspects
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and patience in both participants, potentially creating new friendships and breaking down social barriers for students struggling to adjust to a new academic setting. Often the mentor will serve as an important role-model, and can model academic skills and work habits as well as personal values (e.g.
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and critical thinking skills. The mentor may also gain a deeper understanding of the material or subject that they are teaching, as this relationship often encourages a deeper dedication to their own studies so that they may more effectively communicate what they've learned. The mentor gains a deeper
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academic support within the first year and are responsible for connecting the residents to campus resources throughout the academic year. Peer mentors follow a curriculum that includes but are not limited to: assisting in New
Student Orientation (NSO), academic mentoring (which includes references to
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at UMass
Amherst offers undergraduate students the chance to be live-in, part-time staff members for freshman residents within residential life. This is a paid position. The Peer Mentor's "job" is to assist freshman students with their transition from high school to college. UMass Peer Mentors offers
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The frequency with which peer mentors and mentees meet varies according to the particular mentoring program. Some pairs may make contact once a month, while others may meet 3-4 times per month or more. It is usually advised that mentors and mentees meet more often in the beginning of the relationship
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among ethnic minority students because of the use of student role models who are perceived as successful in social and educational environments characterized by majority students. These role models then become the people that peer mentees strive to imitate or emulate. A more subtle criticism of peer
196:(when an older adult mentors a younger person) can translate to peer mentoring relationships, mainly when the peer mentor and the mentee have similar backgrounds. Some colleges and university campuses have encouraged peer mentorship programs to aid retention of under-represented populations, such as
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Because the peer tutor is seen by the tutee as being more at their own level, advice given by the tutor may be accepted more readily than advice from a teacher. Another key reason for this is that a peer tutor does not give any grade on the paper, whereas a teacher serving in a tutor role may still
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Stated by
Goodlad and Sinclair, "Peer tutoring is the system of instruction in which learners help each other and learn by teaching. Tutoring schemes have been used in a variety of context, with students teaching students, students teaching school pupils, non-professional adults teaching adults and
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Mentors also stand to benefit from the mentor/mentee relationship. Mentors develop friendships through their participation in mentoring programs and usually derive satisfaction from helping a younger student, and possibly shaping his or her life in a positive way. Mentors may also be paid, and they
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Peer mentoring has been shown to increase resistance to stress-related anxiety and depression in patients, or clients, affected by chronic illness or mental health issues. Mental health peer mentors and peer support groups help clients change their lifestyle and adhere to a more productive healthy
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Peer mentoring can offer employees a valuable source of support and information in the workplace. Peer mentoring offers a low cost way to train new employees or to upgrade the skills of less experienced workers. Mentees may feel more comfortable learning from a peer than in a hierarchical setting.
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Cross-age mentorship, and tutoring programs in particular, support the academic achievement and learning process of both the mentor and the mentee. Mentees benefit from increased personalized attention in a one-on-one setting and can work at their own pace. Sessions are customized for the mentee's
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Cross-age mentoring programs require careful consideration of the goals, objectives and the available human, physical and financial resources in order to ultimately assess the progress made by the participants and the overall usefulness of the program. Frequent assessment is important as it gives
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The main goal of peer mentors at EOP is to help students connect and be made aware of campus resources, staff, university etiquette, and serve as a supportive role model to foster motivation and transition from
Community College or Highschool into a four year Institution. EOP's subset of programs
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The quality of the peer mentoring relationship is important for mentees to experience positive results. A mentor relationship is more successful when the mentor cares for the whole person and not just the academic or career side of a person. Successful mentors tend to be available, knowledgeable,
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that usually takes place between a person who has lived through a specific experience (peer mentor) and a person who is new to that experience (the peer mentee). An example would be an experienced student being a peer mentor to a new student, the peer mentee, in a particular subject, or in a new
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in higher education. Without extensive training and supervision, senior students who serve as mentors may offer unreliable guidance to peer mentees. There is little research on what happens within peer mentoring relationships. Maryann Jacobi, in an extensive meta-analysis of mentoring research,
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and women. This approach tends to be conceived out of the "deficiency model" where multi-ethnic students, women and students with disabilities are perceived as being in need of help and unlikely to succeed unless senior students or successful adults help them. One of the main criticisms of peer
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Peer mentoring may help new students adapt to a new academic environment faster. The relationship between the mentor and mentee gives the mentee a sense of being connected to the larger community where they may otherwise feel lost. Mentors are chosen because they are academically successful and
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The EOP program has a subset of programs that assist student success with the aid of peer mentors. The program started in the late 1960s with it goal to further higher education and students success for underrepresented students. It was student lead to provide equity for minority students. This
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of mentor and mentee is a factor that should be taken into consideration when choosing pairs. Mentors and mentees may benefit from having similar backgrounds, interests and life experiences. Age, gender, ethnicity, language preferences, and education may be taken into consideration when pairing
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Critics of peer mentoring insist that little is known of the nature of peer mentoring relationships and that there are few consistent studies indicating the outcomes of peer mentoring beyond good feelings among peers and the development of friendships. Peer mentoring led by senior students may
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Peer mentoring differs from classical mentoring in two aspects. First, in peer mentoring mentors and mentees are close in age, experience, educational level, and they may also overlap in their personal identities, which are usually the criteria for matching, but this may leave junior students
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than adult mentors, mentees often feel freer to express ideas, ask questions, and take risks. These similarities also make it easier for mentors to understand personal and academic problems that the mentee may be experiencing, and present solutions in a more understandable and relevant way.
538:'s work on peer tutoring identified a typology of peer tutoring that includes ten dimensions: 1) curriculum content, 2) constant constellation, 3) year of study, 4) ability, 5) role continuity, 6)place, 7)time, 8) tutee characteristics, 9) tutor characteristics and 10)objectives.
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Cross-age mentoring can be distinguished from peer mentoring by the fact that the mentor is in a higher grade level and/or is older than the mentee. Whereas in peer mentoring students of the same age are paired together based on varying levels of achievement. Karcher (2007) also notes:
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in order to establish a good foundation. Mentors and mentees may maintain contact through email, telephone or in-person meetings. Peer mentoring organizations may also set up social events for those participating in the program. These events provide good opportunities for increased
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Purcell DW, Latka MH, Metsch LR, Latkin CA, Gómez CA, Mizuno Y, et al. "Results from a randomized controlled trial of a peer-mentoring intervention to reduce HIV transmission and increase access to care and adherence to HIV medications among HIV-seropositive injection drug users."
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planning, administrative issues, test preparation, term paper preparation, goal setting, and grade monitoring. Additionally, such mentors may provide other forms of social support for the student, such as friendship, networking, and aiding the student's adjustment to college life.
92:, personable, encouraging, supportive, and passionate. Although this is not an exhaustive list of qualities, they have been shown to be important for successful mentoring relationships. It is important to keep qualities like this in mind when recruiting and training mentors.
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dedication to service, empathy, and internal motivation). This relationship can be pivotal for the success of new or underserved students in academia by providing an opportunity for peers to discuss academic issues, career choices, research ideas, and personal matters.
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A peer mentor at the graduate school level may assist new students in selecting an advisor, negotiating the advisor/advisee relationship, preparation for major examinations, publishing articles, searching for jobs, and adjusting to the rigors of graduate school life.
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mentoring is the lack of research to show how peer mentoring relationships work, how they develop, and what their outcomes are. Also, the nature of being either a mentor or mentee and at the same time a peer can make the relationship a dual one where other
411:. Classical mentoring is characterized as an informal, often spontaneous enabling relationship between an older mentor and a younger mentee, based on a shared wish to work together, usually for a long period, without financial compensation for the mentor.
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Given the fact that students are led by other students who serve as peer mentors, critics say that university staff may free themselves from their responsibility to listen and help first year students classified as peer mentees, the group with the largest
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Peer
Assisted Study Sessions (PASS) is a peer-led structured academic mentoring program designed to provide academic assistance for new students in their transition from college to university studies and also for students struggling in certain units at
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has enjoyed a good name and is seen favorably by both educational administrators and students. During the last decade, peer mentoring has expanded and is found in most colleges and universities, frequently as a means to outreach, retain, and recruit
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Peer tutors skills are based on creating a healthy environment for the tutee. They often give positive feedback, keep the person being tutored on task, give praise, and give reassurance. The tutor also tends to switch up teaching strategies.
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includes
Transitional Programs that utilize peer mentors in the classroom with supervision of faculty. Peer mentors often share their experiences and build rapport with incoming students to encourage students to seek help by example.
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population included ethnic minorities, women, and later branched off to better serve students with disabilities and foster youth. The history at
California state University, Northridge established EOP programs at all 23 CSU campuses.
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Ensher, Ellen A.; Thomas, Craig; Murphy, Susan E. (2001). "Comparison of
Traditional, Step-Ahead, and Peer Mentoring on Protégés' Support, Satisfaction, and Perceptions of Career Success: A Social Exchange Perspective".
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are persons for children or adolescents to spend time with, often to compensate for absent family members or an inadequate home environment. Mentoring programs for youth can be especially useful for students who lack
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Peer mentoring in higher education usually focuses on social, academic, and cultural skills that can help students graduate from colleges and universities, and how the educational system works (e.g. how to apply for
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Hibbard MR, Cantor J, Charatz H, Rosenthal R, Ashman T, Gundersen N, et al. "Peer support in the community: Initial findings of a mentoring program for individuals with traumatic brain injury and their families."
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with their students. The specific benefits of cross-age mentoring/tutoring are numerous, and are briefly described here in three main categories: increased academic achievement, improved interpersonal skills, and
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techniques, Outhred and
Chester found that five themes underlie their experiences: role exploration, sharing responsibility, regulation of the peer-tutored groups, harnessing the peer tutors' role, and community.
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or volunteers forces administrators and student leaders to use students as peer mentors of other students—usually first year students, ethnic minorities, and women—in order to guide, support, and instruct junior
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in schoolchildren and teens, to support young people who have been sexually exploited, to improve the quality of child care among economically disadvantaged first-time mothers, and to improve performance in
103:. The effectiveness of the program should be monitored to ensure that the objectives are being met. One way to monitor the effectiveness of a program is to administer evaluations to the mentors and mentees.
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Although peer mentoring programs are appealing to most people and seem easy to implement and develop, there is little research to suggest that peer mentoring gives the same results as classical mentoring.
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Buck, G., Lawrence, A., & Ragonese, E. (2017). Exploring Peer
Mentoring as a Form of Innovative Practice with Young People at Risk of Child Sexual Exploitation. British Journal of Social Work, 47(6),
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sense of responsibility, dedication, and pride in being able to help a peer, while both students take pride in mutual accomplishments and successes. Ultimately, cross-age mentorship programs may increase
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Murphy CA, Cupples ME, Percy A, Halliday HL, Stewart MC. "Peer-mentoring for first-time mothers from areas of socio-economic disadvantage: a qualitative study within a randomised controlled trial."
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described multiple roles for successful mentors in the work setting. New employees who are paired with a mentor are twice as likely to remain in their job than those who do not receive mentorship.
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Twomey, J.L. (1991). "Academic performance and retention in a peer mentor program at a two-year campus of a four-year institution. Research report." Alamagordo, NM: New Mexico State University.
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Pollock J, Georgievski Z. "Peer mentoring in undergraduate clinical education of orthoptic students." Paper presented at the HERDSA Annual International Conference. Melbourne, 12-15 July 1999.
440:"Cross-age peer mentoring programs utilize structure, meet for more than ten meetings, do not focus primarily on deficit or problem reduction, and require an age span of at least two years."
255:, the need for disciplinary actions and drop-out rates of students, this program paired up "at-risk" middle school students to tutor "at-risk" elementary school students, both primarily of
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Lahman MP. "To What Extent Does a Peer Mentoring Program Aid in Student Retention?" Paper presented at the Annual Conference of the National Communication Association. Chicago, 1999:12.
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mentoring refers to their lack of supervision and structure: most peer mentoring programs led by undergraduate students rarely have direct supervision of full-time university staff.
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Peer mentors in secondary schools aid in the transition of younger students from primary school to secondary school. They may assist mentees with their school work and study skills,
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Thomas, Kecia M.; Hu, Changya; Gewin, Amanda G.; Bingham, Kecia; Yanchus, Nancy (2005). "The Roles of Protégé Race, Gender, and Proactive Socialization Attempts on Peer Mentoring".
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Outhred, T, & Chester, A. (2010). The Experience of Class Tutors in a Peer Tutoring Programme: A Novel Theoretical Framework, Australasian Journal of Peer Learning, 3(1), 12-23.
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Sherman, JE; DeVinney, DJ; Sperling, KB (2004). "Social Support and Adjustment After Spinal Cord Injury: Influence of Past Peer-Mentoring Experiences and Current Live-In Partner".
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concludes by asking, "Does mentoring help students succeed in college? If so, how? Both theoretical and empirical answers to these questions are lacking." Stephanie Budge states:
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Rini C, Lawsin C, Austin J, DuHamel K, Markarian Y, Burkhalter J, et al. "Peer mentoring and survivors' stories for cancer patients: positive effects and some cautionary notes."
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Perry, E; Swartz, J; Brown, S; Smith, D; Kelly, G; Swartz, R (2005). "Peer mentoring: a culturally sensitive approach to end-of-life planning for long-term dialysis patients".
381:, how to register for classes, how to write papers, how to choose a major, etc.). The knowledge students receive usually comes from senior students who serve as peer mentors.
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1296:"Continuities – Lessons for the Future of Education from the IDRA Coca-Cola Valued Youth Program," Intercultural Development Research Association, San Antonio, Texas, 2009.
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Because peer mentoring programs require a low budget for administration and/or development, they become a cheap alternative to support students perceived as likely to fail.
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Stoltz AD. "The relationship between peer mentoring program participation and successful transition to high school." (Dissertation). University of California, Davis, 2005.
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Grant-Vallone, Elisa J., Ensher, Ellen A., "Effects of Peer Mentoring on Types of Mentor Support, Program Satisfaction and Graduate Student Stress: A Dyadic Perspective."
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be perceived as someone who grades papers. Students in peer tutoring programs benefit from creating better attitudes and self concept regardless of academic performance.
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and guidance, or both, and they incorporate many of the advantages of other forms of peer mentorship. Because student mentors are closer in age, knowledge, authority and
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may need assistance in settling into the new schedule and lifestyle of secondary school life. However peer mentoring can occur at the grade school level, the
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Veith, EM; Sherman, JE; Pellino, TA; Yasui, NY (2006). "Qualitative analysis of the peer-mentoring relationship among individuals with spinal cord injury".
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Roswai, Glenn M.; Mims, Aquilla A.; Evans, Michael D.; Smith, Brenda; Young, Mary; Burch, Michael; Croce, Ronald; Horvat, Michael A.; Block, Martin (1995).
2652:"Make a Friend--Be a Peer Mentor," U.S. Department of Justice, Office of Juvenile Justice Programs, Office of Juvenile Justice and Delinquency Prevention
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Sosik, John J.; Godshalk, Veronica M. (2000). "The Role of Gender in Mentoring: Implications for Diversified and Homogenous Mentoring Relationships".
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Sanchez, R. J.; Bauer, T. N.; Paronto, M. E. (2006). "Peer-mentoring freshman: Implication for satisfaction, commitment, and retention to graduate".
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Wright, S.; Cowen, E. L. (1985). "The effects of peer teaching on student perceptions of class environment, adjustment and academic performance".
2021:"The Experience of Class Tutors in a Peer Tutoring Programme: A Novel Theoretical Framework | Australasian Journal of Peer Learning 3(1), 12-23)"
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institution this would usually be other undergraduates, as distinct from the graduate students who may be teaching the writing classes; in a
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McDaugall, M.; Beattie, R. S. (1997). "Peer Mentoring at Work: The Nature and Outcomes of Non-Hierarchical Developmental Relationships".
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In addition to improved learning and transmission of information, the mentorship process allows both students to develop more effective
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Steve Grbac, "How to implement a 'Peer Support' program in a P-6 School," Scotch College Junior School, Melbourne Australia, June 2008.
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and concentration. Similarly, the mentors gain valuable practice in effective teaching strategies. This format fosters increased
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Peer mentors for undergraduates may assist newly admitted students with time management, study skills, organizational skills,
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Cramer, R. J.; Prentice-Dunn, S. (2007). "Caring for the whole person: Guidelines for advancing undergraduate mentorship".
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Bozeman, B.; Feeney, M. K. (October 2007). "Toward a useful theory of mentoring: A conceptual analysis and critique".
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Sheehan K, DiCara JA, LeBailly S, Christoffel KK. "Adapting the gang model: Peer mentoring for violence prevention."
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Thile, EL; Matt, GE (1995). "The Ethnic Mentor Undergraduate Program: A Brief Description and Preliminary Findings".
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Monica Shea Correll, "Peer Mentoring: An Intrusive Approach," Montana State University-Billings (Monograph) 2005.
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level. The goals of the program may vary according to the level, the educational institution or the discipline.
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Washington Office of Superintendent of Public Instruction, Washington Reading Corps Toolkit Module 6, 37 pages.
146:(such as pressure to use drugs or have sex), issues with attendance and behavior, and typical family problems.
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Budge, Stephanie (2006). "Peer Mentoring in Postsecondary Education: Implications for Research and Practice".
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Angelini, D.J. (1995). "Mentoring in the career development of hospital staff nurses: Models and practices".
1783:"The effectiveness of peer tutoring in further and higher education: A typology and review of the literature"
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Carol Kostovich, Karen Saban, Eileen Collins, "Becoming a Nurse Researcher: The Importance of Mentorship,"
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In higher education tutorial settings, the benefits of peer tutoring programs also extend to class tutors.
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Mentoring, preceptorship and clinical supervision: a guide to professional roles in clinical practice.
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Cardenas, Jose A., et al. "Valued Youth Program: Dropout Prevention Strategies for At-Risk Students.
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In higher education tutorial settings, the benefits of peer mentoring programs also extend to class
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Clinard, L. M.; Ariav, T. (1998). "What mentoring does for mentors: A cross-cultural perspective".
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1888:"To Help and to Learn: An Exploratory Study of Peer Tutors Teaching Older Adults about Technology"
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Pompper, D.; Adams, J. (2006). "Under the microscope: Gender and mentor-protege relationships".
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In general, cross-age mentoring programs can involve a tutoring or teaching component, personal
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Beyond the myths and the magic of mentoring: How to facilitate an effective mentoring program.
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Mentors as well as mentees may also benefit from the bonds they form with colleagues. In 1978
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Jacobi, Maryann (1991). "Mentoring and Undergraduate Academic Success: A Literature Review".
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skills. Mentees learn how to effectively form and pose questions, seek advice, and practice
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There have been numerous examples in various universities. Some examples are as follows:
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Gensemer P. "Effectiveness of Cross-Age and Peer Mentoring Programs." (Monograph) 2000.
2576:"Soldier peer mentoring care and support-bringing psychological awareness to the front"
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Gensemer P. "Effectiveness of Cross-Age and Peer Mentoring Programs." (Monograph) 2000.
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Mohd Shafiaai, Mohd Syameer Firdaus; Kadirvelu, Amudha; Pamidi, Narendra (2020-12-07).
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Bozeman, B.; Feeney, M. K. (2008). "Public Management Mentoring: A Three-Tier Model".
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Fields, C.D. (1996). "Black peer mentors, cooperative advocacy beneficial to morale."
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students. Peer mentoring is used extensively in higher education for several reasons:
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Orpen, Christopher (1995). "The Effects of Mentoring on Employees' Career Success".
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Peer mentoring in education was promoted during the 1960s by educator and theorist
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Freddolino, Paul P.; Lee, Vincent W. P.; Law, Chi-Kwong; Ho, Cindy (2010-10-29).
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Peer mentoring has also been used to; assist foster youth in receiving resources
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Merriam, S (1983). "Mentors and proteges: A critical review of the literature".
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100:
36:
31:
2592:
2575:
2139:
2104:
1997:
1958:
1911:
1856:
1806:
1732:
1458:
1426:
Cain, M (1994). "Mentoring as identity exchange: conflicts and connections".
1367:
1264:
974:
Paulo Freire, "Mentoring the mentor: a critical dialogue with Paulo Freire,"
851:
722:
17:
2574:
Keller, RT; Greenberg, N; Bobo, WV; Roberts, P; Jones, N; Orman, DT (2005).
603:
2601:
2487:
2298:
1629:
Issue 7, 2007, MENTOR/National Mentoring Partnership, Alexandria, VA, p. 8"
1555:
Linda Holbeche, (1996) "Peer mentoring: the challenges and opportunities",
1282:
1239:"Peer mentoring experience on becoming a good doctor: student perspectives"
1161:
897:
2432:
1036:
2463:
256:
2020:
2005:
1981:
1864:
1832:
1740:
1708:
1388:
2661:
1798:
1692:
1342:
1028:
500:
252:
89:
2312:
Riva Greenberg, "Peer Mentoring Powerful for Diabetes Behavior Change"
1059:
Peer listening in the middle school: training activities for students.
345:
Peer mentoring programs usually target ethnic minorities, people with
595:
2527:
Burnette, A.P. (1995). "Mentoring: one solution to teen violence".
2646:
2641:
2043:
The handbook of mentoring at work: theory, research, and practice.
1933:
Van Dam, Drew J.; Eller, James L.; Swezey, James A. (2021-10-02).
1833:"Peer Supports and Inclusive Education: An Underutilized Resource"
517:
329:
283:
1709:"Effects of Collaborative Peer Tutoring on Urban Seventh Graders"
1218:
Bizzari, J.C. (1995). "Women, role models, mentors, and career".
1141:
Allen, Tammy D.; McManus, Stacy E.; Russell, Joyce E.A. (1999).
528:
school this is usually a student from the same grade or higher.
525:
96:
1935:"Developing Leadership as a Federal Service Academy Peer Tutor"
625:. Peer mentoring is also used in training health care workers.
427:
provides the following definition of cross-age peer mentoring:
1108:
Coaching and mentoring: practical methods to improve learning.
611:
2164:
Career Dynamics: Matching Individual and Organizational Needs
976:
Counterpoints: Studies in the Postmodern Theory of Education,
291:
California State University, Northridge EOP Mentoring program
279:
838:
Bozeman, Barry; Feeney, Mary K. (2008). "Mentor Matching".
2194:. San Francisco: Berrett-Koehler Publishers, Inc. p.
484:
and graduation rates, especially among minority students.
516:
is anyone who is of a similar status as the person being
2642:
Annotated Bibliography of Peer Helping at Universities.
996:
Peer Support in Action: From Bystanding to Standing By,
248:
99:
of a peer mentoring program should be well-defined and
2398:
JAIDS: Journal of Acquired Immune Deficiency Syndromes
1683:
School Improvement Research Series. NWREL. March 1995.
249:
Intercultural Development Research Association (IDRA)
1665:
Peer and Cross-Age Tutoring. ERIC Digest, Number 79.
1625:"Michael Karcher (2007) "Cross-age Peer Mentoring,"
1603:. Thousand Oaks, California: SAGE Publications Ltd.
354:
also converge. Some peer mentoring programs promote
2647:
Annotated Bibliography of Peer Mentor Relationships
1192:
Journal of Multicultural Counseling and Development
268:
The University of Massachusetts Peer Mentor Program
239:One established cross-age mentoring program is the
1480:Mosenkis, S.L. (1994). "The real mentoring trap".
998:Sage Publications Ltd; 1st edition February 2001;
2191:Love 'Em or Lose Em: Getting Good People to Stay
219:Peer Assisted Study Session at Monash University
2667:Dr. Michael Karcher, "Cross-age Peer Mentoring"
1757:Peer Tutoring. A Guide to Learning by Teaching
1412:Tyler, J.L. (1994). "The death of mentoring."
913:Academy of Management Learning & Education
2657:Start a Peer Mentoring Program at Your School
1831:Bond, Rebecca; Castagnera, Elizabeth (2006).
1597:DuBois, David L.; Michael J. Karcher (2005).
1309:Paper presented at the Annual Meeting of the
399:Morton-Cooper and Palmer distinguish between
8:
2188:Kaye, Beverly; Jordan-Evans, Sharon (2005).
1826:
1824:
1675:
1673:
1667:ERIC #:ED354608 Publication Date: 1993-03-00
1754:Goodlad, Sinclair; Hirst, Beverley (1989).
1659:
1657:
1655:
2249:The Journal of head trauma rehabilitation,
1980:Boraks, Nancy; Allen, Amy Roseman (1977).
1313:, Chicago, Illinois, April 1991. 25 pages.
155:, and who therefore may be susceptible to
2677:Queen's University Peer Mentoring Program
2591:
2093:Review of Public Personnel Administration
1311:American Educational Research Association
1272:
1254:
827:. San Francisco: Jossey Bass. p. 20.
1057:Sandy Hazouri, Miriam Smith McLaughlin,
1017:American Journal of Community Psychology
938:
936:
934:
742:
740:
1939:Journal of College Reading and Learning
1892:Journal of Technology in Human Services
1129:Journal of College Student Development,
1076:
1074:
818:
816:
787:Journal of College Reading and Learning
780:
778:
701:
532:children, and pupils teaching pupils."
1447:Advances in Developing Human Resources
1087:the encyclopedia of informal education
2045:Los Angeles: Sage Publications, 2007.
1702:
1700:
1356:European Journal of Teacher Education
7:
1982:"A Program to Enhance Peer Tutoring"
1131:v. 41 n. 6 pp. 637-42, Nov-Dec 2000.
241:Coca-Cola Valued Youth Program (VYP)
2632:Mentorship: A Selected Bibliography
2452:October 1, 2010 v. 23, pp. 281-286.
2279:American Journal of Kidney Diseases
1713:The Journal of Educational Research
2058:Journal of Business and Psychology
1533:Alison Morton-Cooper, Anne Palmer
1205:10.1002/j.2161-1912.1995.tb00605.x
234:The Coca-Cola Valued Youth Program
25:
2384:Spinal Cord Injury Peer Mentoring
2019:Outhred, T.; Chester, A. (2010).
1781:Topping, K. J. (1 October 1996).
1557:Career Development International,
1401:Black Issues in Higher Education,
1106:Parsloe, E.; Wray, M. J. (2000).
471:individual questions, needs, and
445:Advantages of Cross Age Mentoring
409:contract or facilitated mentoring
2221:The Journal of Social Psychology
1760:. New York: Nichols. p. 1.
1414:Hospitals & Health Networks,
825:Effective Teaching and Mentoring
59:of the higher education system.
2413:Journal of Professional Nursing
1537:Wiley-Blackwell, Oxford, 2000;
1061:Educational Media Corp., 1991.
2161:Schein, Edgar H. (June 1978).
1150:Journal of Vocational Behavior
886:Journal of Vocational Behavior
799:10.1080/10790195.2006.10850194
749:Review of Educational Research
127:where students moving up from
123:Peer mentors appear mainly in
63:Program design characteristics
1:
2480:10.3928/0148-4834-20000401-05
2425:10.1016/s8755-7223(05)80024-9
2233:10.1080/00224545.1995.9712242
1951:10.1080/10790195.2021.1928567
1725:10.1080/00220671.1995.9941311
72:between mentors and mentees.
2619:Peer and Cross-Age Tutoring.
2561:BMC Health Services Research
2529:The Negro Educational Review
2468:Journal of Nursing Education
2462:Glass, N; Walter, R (2000).
2264:Journal of Clinical Oncology
1904:10.1080/15228835.2011.565458
1681:Peer and Cross-Age Tutoring.
1584:10.1016/j.pubrev.2006.05.019
1083:"mentoring and young people"
1081:Philip, Kate (August 2000).
994:Helen Cowie, Patti Wallace,
840:Administration & Society
711:Administration & Society
1600:Handbook of Youth Mentoring
965:San Francisco: Jossey-Bass.
489:interpersonal communication
425:Handbook of Youth Mentoring
261:limited English proficiency
251:. In an effort to decrease
2728:
2617:Washington Reading Corps.
2371:10.1037/0090-5550.51.4.289
2344:10.1037/0090-5550.49.2.140
2291:10.1053/j.ajkd.2005.03.018
1849:10.1207/s15430421tip4503_4
1559:Vol. 1 No. 7, pp. 24 - 27.
1513:10.1177/074171368303300304
1256:10.1186/s12909-020-02408-7
925:10.5465/AMLE.2006.20388382
614:transmission and increase
582:
392:
389:Versus classical mentoring
309:
2448:Nursing Science Quarterly
2359:Rehabilitation Psychology
2332:Rehabilitation Psychology
1501:Adult Education Quarterly
761:10.3102/00346543061004505
671:Peer-mediated instruction
557:Monitoring and evaluation
2593:10.7205/MILMED.170.5.355
2140:10.1177/1350507697284003
2105:10.1177/0734371X08325768
2025:Journal of Peer Learning
1459:10.1177/1523422305279681
1368:10.1080/0261976980210109
852:10.1177/0095399708320184
723:10.1177/0095399707304119
2070:10.1023/A:1007870600459
1572:Public Relations Review
945:College Student Journal
306:Advantages in education
192:Benefits attributed to
2697:Educational psychology
1162:10.1006/jvbe.1998.1674
898:10.1006/jvbe.1999.1734
592:traumatic brain injury
312:Peer-led team learning
303:
288:
284:undergraduate advising
265:
243:, which originated in
231:
80:mentors with mentees.
1243:BMC Medical Education
823:Daloz, L. A. (1990).
455:cognitive development
294:
271:
237:
222:
2041:Ragins BR, Kram KE.
1837:Theory into Practice
1220:Educational Horizons
608:spinal cord injuries
465:personal development
316:Learning by teaching
2692:Education by method
2317:The Huffington Post
2128:Management Learning
1986:The Reading Teacher
1627:Research in Action,
961:Murray, M. (1991).
536:Keith James Topping
401:classical mentoring
194:classical mentoring
175:In higher education
2167:. Addison-Wesley.
1799:10.1007/BF00138870
1029:10.1007/bf00911217
629:Other applications
245:San Antonio, Texas
198:women in economics
179:Peer mentoring in
70:social interaction
2580:Military Medicine
2205:978-1-57675-327-9
1679:Kalkowski, Page.
1116:978-0-7494-3118-1
1067:978-0-932796-34-9
644:military recruits
405:primary mentoring
227:Monash University
125:secondary schools
57:Critical analysis
16:(Redirected from
2719:
2606:
2605:
2595:
2571:
2565:
2556:
2550:
2543:
2537:
2536:
2524:
2518:
2509:
2503:
2498:
2492:
2491:
2459:
2453:
2443:
2437:
2436:
2408:
2402:
2392:
2386:
2381:
2375:
2374:
2354:
2348:
2347:
2327:
2321:
2309:
2303:
2302:
2274:
2268:
2259:
2253:
2243:
2237:
2236:
2216:
2210:
2209:
2185:
2179:
2178:
2158:
2152:
2151:
2123:
2117:
2116:
2088:
2082:
2081:
2052:
2046:
2039:
2033:
2032:
2016:
2010:
2009:
1977:
1971:
1970:
1930:
1924:
1923:
1883:
1877:
1876:
1828:
1819:
1818:
1787:Higher Education
1778:
1772:
1771:
1751:
1745:
1744:
1704:
1695:
1690:
1684:
1677:
1668:
1661:
1650:
1649:
1647:
1646:
1640:
1634:. Archived from
1633:
1621:
1615:
1614:
1594:
1588:
1587:
1567:
1561:
1552:
1546:
1531:
1525:
1524:
1496:
1490:
1489:
1477:
1471:
1470:
1442:
1436:
1435:
1428:Feminist Teacher
1423:
1417:
1410:
1404:
1397:
1391:
1386:
1380:
1379:
1351:
1345:
1340:
1334:
1331:
1325:
1320:
1314:
1304:
1298:
1293:
1287:
1286:
1276:
1258:
1234:
1228:
1227:
1215:
1209:
1208:
1186:
1180:
1179:
1177:
1176:
1170:
1164:. Archived from
1147:
1138:
1132:
1125:
1119:
1104:
1098:
1097:
1095:
1094:
1078:
1069:
1055:
1049:
1048:
1012:
1006:
992:
986:
972:
966:
959:
953:
952:
940:
929:
928:
908:
902:
901:
881:
875:
870:
864:
863:
835:
829:
828:
820:
811:
810:
782:
773:
772:
744:
735:
734:
706:
618:to treatment in
610:, and to reduce
566:In the workplace
493:active listening
280:tutoring centers
273:The Peer Mentor
181:higher education
21:
2727:
2726:
2722:
2721:
2720:
2718:
2717:
2716:
2682:
2681:
2628:
2614:
2612:Further reading
2609:
2573:
2572:
2568:
2557:
2553:
2544:
2540:
2526:
2525:
2521:
2516:1999;104(1):50.
2510:
2506:
2499:
2495:
2461:
2460:
2456:
2444:
2440:
2410:
2409:
2405:
2393:
2389:
2382:
2378:
2356:
2355:
2351:
2329:
2328:
2324:
2320:, Jan 19, 2011.
2310:
2306:
2276:
2275:
2271:
2266:2007;25(1):163.
2260:
2256:
2251:2002;17(2):112.
2244:
2240:
2218:
2217:
2213:
2206:
2187:
2186:
2182:
2175:
2160:
2159:
2155:
2125:
2124:
2120:
2090:
2089:
2085:
2054:
2053:
2049:
2040:
2036:
2018:
2017:
2013:
1979:
1978:
1974:
1932:
1931:
1927:
1885:
1884:
1880:
1830:
1829:
1822:
1780:
1779:
1775:
1768:
1753:
1752:
1748:
1706:
1705:
1698:
1691:
1687:
1678:
1671:
1663:Gaustad, Joan.
1662:
1653:
1644:
1642:
1638:
1631:
1623:
1622:
1618:
1611:
1596:
1595:
1591:
1569:
1568:
1564:
1553:
1549:
1532:
1528:
1498:
1497:
1493:
1482:Library Journal
1479:
1478:
1474:
1444:
1443:
1439:
1425:
1424:
1420:
1416:pp. 68, 19, 84.
1411:
1407:
1398:
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1348:
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1337:
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1072:
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942:
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932:
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905:
883:
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878:
871:
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837:
836:
832:
822:
821:
814:
784:
783:
776:
746:
745:
738:
708:
707:
703:
699:
691:Youth mentoring
652:
631:
587:
581:
568:
559:
510:
473:learning styles
447:
421:
403:(also known as
397:
391:
343:
334:grounded theory
318:
308:
293:
270:
236:
221:
177:
137:graduate school
135:level, and the
129:primary schools
109:
65:
23:
22:
15:
12:
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5:
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2626:External links
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579:In health care
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686:Mentorship
666:Peer tutor
637:, prevent
602:patients,
598:patients,
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477:creativity
451:mentorship
395:Mentorship
352:identities
341:Criticisms
310:See also:
164:curriculum
101:measurable
97:objectives
37:confidence
32:mentorship
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616:adherence
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482:retention
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