Mentoring At-Risk Youth: Bridging The Gap Between Academics, Self and Community

Mentoring at-risk youth!
Mentoring at-risk youth: Bridging the gap between academics, self and community
By Blair Brownlee
Table of Contents
Introduction! !
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Abstract!
Rationale for Study!
Statement of the Problem! Primary Research Questions! Hypothesis! Review of Literature! ! Introduction! ! ! ! ! ! !
Alternative School - Wikipedia Motivating students to learn High school in the community: Providing alternatives in education High school alternatives: Three cities are expanding learning options for students who struggle in traditional settings Reduce your dropouts: Its not as hard as you think ! ! ! ! ! Rural teachers best motivating strategies: A blending of teachers and students perspectives Mentoring at-risk adolescent girls: Listening to little sisters The constraints of poverty on high achievement The taming of the crew: Working successfully with difcult students Literature Review Conclusion Methodology! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !
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Research Design!
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Data Collection Plan ! Sample Selection ! ! Instruments! ! ! !
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Results!! ! ! ! ! ! !
Data Presentation! Findings! Discussion! ! !
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Limitations ! ! ! ! ! Further Research! ! ! ! ! ! ! ! !
Action Plan! Conclusions! References! Appendices! ! ! ! ! ! ! ! ! Figures ! ! !
Appendix A: Permission Form! !
Appendix B: Student Interest Inventory! ! Appendix C: Self-Assessment Survey! Appendix D: Parent Survey! ! ! ! ! ! !
Appendix E: Goals Worksheet! ! Appendix F: Mentor Report! Appendix G: Journal Prompts! ! !
Figure 1a: Students Pre-Field Study Plans for the Future! ! Figure 1b: Students Post Field Study Plans for the Future! Figure 2: Student Grade Point Averages!! ! !
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Introduction
Abstract Over the past two years students at Burr & Burton Academys alternative education program, The Target Program, have become increasingly unmotivated and disengaged. In an effort to identify the problems associated with students behavior, a ten-week action research study was conducted in which students participated in a community-based mentoring program. The purpose of which was to awaken students individual interests in the hopes of helping them become better motivated and more condent students. The author used various methods to collect her action research data, including surveys, observations, interviews and students self-reections. Results of the study concluded that pairing students with community-based eld studies did, in fact, have a positive and profound effect on students motivation and self-efcacy.
Rationale for the study Students today are bombarded by media and technology. From video games to texting, to countless hours online and social networking.This form of social interaction has almost completely taken over the way todays youth communicates with one another. In addition to this an alarming number of students have begun using drugs marijuana and prescription pills for the most part before they even graduate middle school. (Teen Substance Abuse, 2011) An increase in drug use combined with students already low self-esteem has created a sub-group of apathetic and unmotivated youth who often lack the ability or desire to become academically or socially successful. The purpose of this study was to assess the effects of mentoring on students motivation, self-efcacy and desire to achieve.
Statement of the Problem Over the past two years students at Burr & Burton Academys alternative education program, The Target Program, have become increasingly detached and unmotivated. Students grades and attendance have dropped signicantly and self-efcacy levels have dwindled. Most students come from broken homes, ! ! ! 4
abusive families, have one or more drug-addicted parents and live in poverty. For these reasons, it is not surprising that students nd life overly challenging and unrewarding. Trust and respect are limited and relationships between the teacher and student often take an enormous amount of time to develop. Teachers in Burr & Burton Academys alternative education program, The Target Program, have stated that their students seem to feel more valued and respected when they receive one-to-one direct instruction and support and as a result they have seen an increase in students overall achievement levels. However, many of these students lack the parental and familial support needed to maintain this level of success, which leads to feelings of frustration and resentment as they continue to grow and develop as students. This lack of support and success can often leave these students at an increased risk for dropping out of school.
Primary Research Questions
Will students motivation increase as a result of their involvement in community-based mentoring programs? Will students self-efcacy increase as a result of their involvement in community-based mentoring programs? Is their a correlation between the amount of parental support and the motivational levels of at-risk students? Will at-risk students feel more valued and connected with their communities after participating in mentoring programs?
Hypothesis Students motivation, self-efcacy and achievement levels will increase as a direct result of participating in community-based mentoring programs.
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Literature Review
Introduction Increased apathy and reduced motivation have left many of the authors high school aged students at-risk of dropping out. While researching the topic of motivation and self-efcacy among high school students the author came across a variety of articles and books that helped her gain insight as to how schools and communities can help engage and motivate disaffected youth . Our world is evolving and so must our approach to teaching. The following articles and texts detail the need for a more non-traditional, hands-on learning environment if we are to meet the needs of all learners and increase the motivation and selfefcacy levels for those at-risk of dropping out.
Alternative School - Wikipedia The article provides the reader with an overview of the alternative education movement, both international and domestic. Furthermore, the article helps dene terms such as alternative education and at-risk students which allows for a clearer understanding of the student population and curriculum associated with alternative education.
Information obtained from the article, Alternative School (Wikipedia, 2011) gives the reader a clearer understanding of the alternative schooling perspective, as well as, the at-risk student population for which it was originally designed. The article also details the international acceptance and implementation of such programs in countries such as England, Germany and Canada. This widespread acceptance of a non-traditional approach to learning helps bring alternative education into the main stream, thus making it a more valid and acceptable educational placement option for those students who are at-risk for dropping out.
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Motivating students to learn Studies conducted in the early 1980s and 90s show an increase in student disengagement from classroom instruction (Voke, 2002). Such studies demonstrate the need for alternative instructional practices in order to motivate and engaged students in the classroom. According to Voke (2002) students who remain engaged experience greater satisfaction with school, which may in turn, lead to greater rates of school completion and attendance, as well as, limiting destruction behaviors. Suggestions are outlined for both teachers and administrators, which allow for an increase in overall student engagement and motivation within the school environment.
Student engagement and motivation are essential aspects of the authors action research project. Strategies and ideas from Vokes article provided the author with valuable insight which enabled her to create lessons that helped improve both students motivational levels and academic achievement.
High school in the community: Providing alternatives in education In the 1970s school ofcials in the New Haven, Connecticut school district noticed an immediate need for alternative placements for many of their students who were labeled as troublemakers or who were performing well below average (Hawke, 1975). Community volunteer teachers were brought in to instruct students in the hopes of raising students motivation levels and desire to learn. These community teachers received no pay, felt strongly about the program and genuinely wanted to help mentor the students. According to Hawke (1975) students felt more supported as a result of their teachers mentoring, which helped to increase their desire to learn and stay in school.
Using community volunteers to help teach a myriad of courses has been proven to increase students motivation and investment in their futures (Hawke, 1975). For this reason, including information from this study was an important component of the authors action research project and helped provide the inspiration for her action research topic . Additionally, the article supported the authors theory that community based teachers and mentors positively effect student achievement. ! ! ! 7
High school alternatives: Three cities are expanding learning options for students who struggle in traditional settings Students in several cities including Indianapolis, Indiana, Nashville, Tennessee and Newark, New Jersey have the ability to participate in a program that promotes learning through community internships as an alternative means of instruction. According to Robelen (2009) these internships connect students interests with opportunities within the community and workforce. The emphasis is on project-based learning, which helps to promote tight-knit relationships between students, teachers and mentors. Additionally, the author details the Alternative High School Initiative (AHSI), a national network of youthdevelopment organizations funded by the Bill and Melinda Gates Foundation. The mission of AHSI is to improve high school graduation rates across the country by allowing students to personalize their educations. This authentic approach takes into consideration students personal interests and learning styles in order to make learning more relevant and interesting (Robelen, 2009).
The global recognition of the Bill and Melinda Gates Foundation adds awareness and credibility to the positive effects of mentoring on students motivation and achievement levels. Placing such programs in the spot light gives alternative education programs a much needed boost and helps others understand the cornerstones of alternative education. Bill and Melinda Gates have been passionate and generous supporters of education for much of their adult lives. The fact that they have chosen alternative education as a focus of their philanthropy is a testament to its effectiveness and promise.
Reduce your dropouts: Its not as hard as you think The student-staff relationship greatly affects students self-condence and achievement levels. Feeling connected to others is a basic human need. Relationships develop the individuals sense of belonging and motivation which is essential if students are to become successful and remain engaged in school (Scott, 2005). Teachers, coaches and mentors have a responsibility to attempt and develop a respectful and genuine relationship with their students. At-risk students, most of whom are already disconnected and isolated, desperately need these relationships if they are to succeed both in and out of the ! ! ! 8
classroom. Failing to cultivate and nurture such relationships can often lead to feelings of inadequacy and resentment on the part of the students Therefore, positive student-teacher relationships are essential if at-risk students are to re-invest in their educations and develop positive self-efcacy.
Scotts (2005) research demonstrates the powerful impact that both positive and negative attention can have on students and draws attention to the fact that both educators and mentors have a responsibility to connect with their students. Scott acknowledges the important role which educators play in motivating their students. The simple act of paying attention to students in a genuine manner lets them know that they are valued as individuals. Establishing respectful and honest relationships with students is a vital part of the educational process and helps build feelings of trust and self-efcacy between students, teachers and mentors.
Rural teachers best motivating strategies: A blending of teachers and students perspectives This paper examines secondary teachers motivational strategies. The research was conducted over a two year period in a rural secondary school system. Teachers and students perspectives were shared with the authors resulting in a synthesis of best motivational practices. Hardre, Sullivan & Roberts (2008) found that in a rural setting, students motivation was inuenced more by their teachers than their peers due to the dual role that many teachers play, such as mentor or coach. Furthermore, students in rural settings were more likely to interact with their teachers outside of the school setting at community events. According to the study (Hardre et. al, 2008) both teachers and students became more invested and motivated as a result of their non-academic interactions, which ultimately led to higher student achievement levels.
The authors action research project was conducted in a small, rural setting. Teachers, mentors and students had the ability to interact frequently with one another outside of their academic programs. The author witnessed, rst hand, the importance of these interactions and believes these to be an essential part of the mentoring process. These non-academic interactions help students connect on a deeper level ! ! ! 9
with their mentors and teachers. These types of interactions are necessary if students are to build positive self-efcacy and maintain high levels of engagement. It stands to reason that students who are more deeply involved and engaged will become more solidly invested in the mentoring process, thus increasing the likelihood of their commitment to the program..
Mentoring at-risk adolescent girls: Listening to little sisters Mentoring at-risk youth is thought to have a signicant effect on students condence and motivation. This particular study examines the effectiveness of mentoring a group of at-risk girls in order to increase selfefcacy and motivation. Findings suggest that a long-term, nurturing mentoring relationship had a positive impact on the girls self-efcacy, engagement and motivation (Maldonado, Quarles, Lacey & Thompson, 2008).
The authors action research study included a disproportionately higher number of female students. This imbalance was due to the fact that her study was volunteer-based and as such, more female than male students agreed to participate. The author believed that it was important to examine the impact of various mentoring programs on female achievement and self-efcacy so that she would be better equipped to assist her female students. While, she was by no means overlooking her male participants, she had noticed that her female students had become increasingly distant and removed from both their peers and families. In an attempt to understand this and counteract it, the author felt it was necessary to examine and include gender-based research in her study.
The constraints of poverty on high achievement The authors of the study set out to examine the effects of socioeconomic status (SES) on students motivation and academic achievement. The authors chose to look solely at students socioeconomic status, excluding such factors as race, gender and ethnicity. By doing so the authors hoped to isolate and measure SES as an effective predictor of students academic achievement and motivation. Findings of the study concluded that students levels of household income did not directly impact their achievement ! ! ! 10
and motivation levels. The authors concluded that length of time a family lived in poverty, whether they owned or rented their home or had a college or savings account inuenced students achievement preparation and performance (Burney & Beilke, 2008).
The majority of the students participating in the authors action research project live in poverty. The author felt that the research and insight gained by examining the effects of poverty on student achievement was both useful and pertinent to her study. Believing that poverty continues to be an enormous and unfair obstacle in many of her students lives the author sought to understand the limitations and expectations that impoverished students face when pursuing their educations. Understanding all aspects of at-risk student behavior, including poverty and its impact on student motivation, helped the author craft a more complete and thorough action research project.
The taming of the crew: Working successfully with difcult students Brian Mendler (2009) presents realistic lessons and strategies for approaching, interacting with and motivating difcult students. Whether students have behavioral issues or simply are disengaged and unmotivated, Mendler provides the reader with authentic and proven methods, which offer teachers and administrators support when working with at-risk students. Strategies are presented in both a comprehensive and humorous manner. A variety of topics are discussed which include, relationships, homework, motivational tips, quiz strategies, bullying and transitions. Mendlers suggestions invite educators to share his decades of personal experiences and insight, helping them come to a deeper understanding of their more challenging students.
It has become increasingly difcult to reach at-risk students. In order to gain a clearer understanding of her student population, the author believed it was necessary to examine the whole student including their relationships with family and friends, views of themselves, their communities and their roles within those communities. In the past, the author attended a seminar presented by Brian D. Mendler on the behavioral issues of at-risk youth. Mr. Mendlers upbeat, candid and humorous approach towards teaching at-risk ! ! ! 11
students was refreshing and full of useful lessons, which proved to be helpful when attempting to motivate and engage her more challenging and difcult students.
Conclusion Research articles pertaining to motivation and self-efcacy among at-risk students helped provide the author with a solid foundation from which to build her action research report. Socioeconomic status, gender, location and community involvement contributed to the academic success of students. At-risk students are vulnerable due to feelings of disengagement and boredom. If we are to reach these students and draw them back in we must approach learning in a more non-traditional, alternative manner. Providing mentoring experiences allows at-risk students to engage in authentic, hands-on learning where they are supported and encouraged by community-based mentors. The guidance and reassurance they receive validates their efforts and increases their commitment towards learning, resulting in higher levels of motivation, self-efcacy and achievement.
Methodology
Research Design The author sought approval from both school administrators. Once approval was granted from the schools alternative education program director, as well as, the schools headmaster the author began to approach local businesses, students and parents about participating in a community-based mentoring program. Eight of the twenty alternative education students agreed to participate. Permission slips were then sent home and returned prior to the rst week of the action research study. In an effort to answer students questions and assess students commitment to the project, informal interviews and interest inventories were completed in an effort to identify students interests and help generate ideas for possible eld study placements. Students were then placed in the most appropriate and compatible eld study settings in order to help ensure their success. Throughout the ten-week study the author remained in
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constant contact with both the students and eld study mentors through surveys, interviews, reports and journals. The results of which would help shape her action research report.
Data Collection Plan Data was collected through a variety of sources. The data was then analyzed and used to complete a detailed and reective research paper. The author used survey results, teacher interviews, student journals and bi-weekly mentor reports to determine motivational increases for each student. Charts and graphs helped convey data visually, while also providing a more detailed and well-rounded presentation of the researchers ndings. In addition to these, students self-reections allowed the author to measure participant satisfaction, which provided her with insightful critiques of how teachers and administrators might improve the program for the future.
Sample Selection Students were the primary learners throughout the course of this project. All eight students used in the study were students at Burr & Burton Academys alternative education program, The Target Program. Students ranged in age from fteen to eighteen years of age and represented the sophomore, junior and senior classes. No freshman were included due to the fact that The Target Program had no freshman students on its roster during the time in which the author conducted her action research. While the eight students were the focus of the study, teachers, parents and mentors also played an important role in helping the students to succeed. These individuals played a pivotal role in students lives by providing support and guidance to students (or lack there of) and as such was an integral part of the authors research.
Instruments In order to examine the effects of mentoring on students motivational levels and self-efcacy the author used a variety of assessments. Students grades were used as an academic indicator of achievement, while surveys, interviews, journals, reports and observations were used to measure students motivational ! ! ! 13
status, self-efcacy and goal-setting abilities both during and after completion of their eld study experience.
Results Data Presentation Interest Inventory Students were asked to complete a brief interest inventory (Appendix B) at the beginning of the semester. Questions were formulated in an attempt to gather information in an effort help the author to better understand students home environments, academic attitudes, and interests. The author feels that this information will assist her in relating to her students, while also helping to match students with appropriate and interesting eld study placements.
Student Self-Assessment Students completed a two-page survey prior to beginning their eld study programs. Questions were designed by the author to determine students self-efcacy, motivational levels and future goals. Students will be asked to take this survey again upon completion of the project to determine changes in their selfefcacy, motivation and goals.
Parent Survey Parents were given a survey which focused on the parent - child relationship and support system of the family. The author chose to include the parents in this process in an effort to obtain a more, detailed and well-rounded picture of her students - where they live, who they live with, how those individuals interact and compare those with the students own self-assessment responses. The questions were designed to provide the author with valuable insight into the motivation levels and self-efcacy of the students. The author believed this to be an integral part of understanding students academic and personal beliefs.
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Goals Worksheet Students were asked to ll out and submit a goal worksheet prior to beginning their eld study. Students outlined what they hoped to gain from both their eld study and high school experiences. In addition to this, students were expected to detail the steps they needed to take in order to achieve these goals.
Mentor Report Mentors were asked to complete a bi-weekly student report. The questions focused on the students ability to conduct themselves in a professional manner while in the workplace. The questionnaire was designed to be brief so as not to create more work than necessary for the mentors. Bi-weekly reports were shared with students during their interviews in an effort to acknowledge their progress, as well as, address areas of concern noted by mentors, thus helping to ensure students successful completion of the program.
Observations At the conclusion of the program the author had observed each student a minimum of three times in the eld. Detailed notes from the observations were used in conjunction with mentor reports to help guide students in their eld studies. In addition, the author was able to observe students abilities rst-hand in which helped her to determine their individual growth and maturity throughout the project.
Interviews Students met with the author twice during the ten week program. The purpose of these meetings was to help answer any questions that students had about his or her eld study, as well as, address any concerns that the mentors had about the students performance.
Journals Students kept a Field Study Journal. The author created a list of thought-provoking questions that were designed to help students focus on the experience and how it related to their past, present and future. Writing prompts were given at the beginning of the week and journals were collected each Friday. ! ! ! 15
Grades Students grade point averages (Figure 1) were obtained from their ofcial transcripts at the beginning of the semester. These grades will be compared to students nal grades in order to determine academic improvement at the completion of the program.
Self-Reection At the completion of the program students will be expected to write a one to two page paper reecting on their eld study experience.
Findings Prior to beginning her action research project the author designed a permission form that was sent home to parents that would allow students to participate in a ten week Field Study mentorship program. (Appendix A) Of the twenty students eligible to participate in the program, eight students returned their signed forms agreeing to be part of the study. The remaining twelve students stated they either werent interested or didnt want to work and in the case of one student, had parents who wanted them to do real schoolwork, not play all day. Several items were given to the students to complete before they were matched with their individual eld studies. The rst of these was an interest inventory (Appendix B) Answers were then used to help guide one-on-one discussions between the author and the student, which helped to determine their eld study placement. While, many of the questions included on the inventory were not directly related to academics or work, they allowed the author to establish a baseline from which to measure and compare students individual growth throughout the course of the program. Most of the students left more than half of the fteen question inventory blank, indicating a lack of interest in a variety of areas. While, all eight students were able to identify their favorite food, music or sport - none identied a person they admire or identied a career they might want to pursue in the future.
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Students were then asked to complete a self-assessment survey (Appendix C). Students completed these in less than fteen minutes. Similar to the interest inventory (Appendix B) students seemed to have little interest in academics. Several students felt unsupported by their teachers and parents. When asked to rate the importance of education in their lives the average response was low (2). All eight students (100%) stated that being street smart was more important that being school smart. Only three of the eight students (38%) felt that their parents were proud of them. Five of the eight students (62%) had goals for the future (see Figure 1a). These included going to college, hanging out with friends and becoming a medicinal marijuana grower in California, whereas the remaining three students (38%) had no plans for the future. When asked to rate their individual levels of happiness, the students average was relatively high (4) considering the overall lack of motivation and self-efcacy among the them.
Figure 1a: Students Pre-Field Study Plans For the Future
25% 38% 12% 25%
No Plans Work College Tech School
After completing the eld study program, one of the students expressed interest in joining the United States military. When asked why he had changed his mind, he responded, Ive always wanted to go to college, but dont have the money or grades to get there. Both his parents completed high school and
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are currently unemployed. His mother has a prescription pill addiction and his father is a heavy drinker. Due to there addictions they have been unable and unwilling to offer any assistance with regard to helping their son plan his future. The students eld study mentor was a retired army ranger who had grown up in a similar situation of poverty and addiction. At eighteen he had joined the army and then, through the G.I. bill, received his college diploma. After hearing of this, the student made the decision to enter the military so that he could go to college to get away from his parents and make a different life for himself. The second chart reects the students shift from No Plans for the future to that of Military Service (see Figure 1b). Given this students recent decision, the author believes that there is a direct correlation between students self-efcacy and students motivation to plan for their futures.
Figure 1b: Students Post-Field Study Plans for the Future
12% 13% 25%
No Plans Work Tech School Military Service College
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Parent surveys (Appendix D) were sent home to help provide a more detailed and comprehensive picture of the students. Parent involvement was less than expected. Two of the eight surveys were returned and of those, only one was fully completed. Additional surveys were sent home a second time, without result. Parents were then contacted via email and asked to return the completed surveys. Additionally, three more attempts were made via phone and direct personal contact with parents - all of which failed to elicit
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any results. Unfortunately, without full participation from the parents the additional data was inconclusive and therefore not included in the ndings. Due to the lack of participation from parents in the past, the author felt that it was unlikely she would receive support, but felt that the information would have provided valuable insight in to her study. There does seem to be a correlation between students lack of motivation and parent disengagement. Of the six surveys that were not returned, four of those were from parents whose children had no plans for the future.
The author designed a Goals Worksheet (Appendix E) to help students outline specic goals for both their school and eld study. Prior to lling out the worksheet, the author conducted a whole-class discussion in which she discussed the importance of professionalism, responsibility, pride, commitment and experience with the students. Students were then asked to complete the worksheet in class. Each student was given a copy to keep in their journal and serve as a reminder of their individual goals and expectations for the program and the school year.
Once students began their eld studies informal observations by the author in conjunction with bi-weekly mentor reports (Appendix F) and student discussions allowed the author to assess individual growth and progress with regard to students motivation and self-efcacy. Making an effort to remain unobtrusive the author conducted a series of informal observations, in which she took notes and remarked on students abilities and professionalism within the eld. These were then shared with students during their weekly interviews. In addition to these observations, bi-weekly mentor reports (Appendix F) provided invaluable critiques of students strengths and weakness as witnessed by their eld study mentors. Students were given the opportunity to view and discuss these during their interviews. Mentors made an effort to be positive and supportive, while also providing constructive advice for how the students could improve. Four of the students received what the author considers to be fair reviews. Fair reviews were ones in which the student had done an adequate job, but needed to make more of an effort. Three of the students received good reviews. Good reviews were those in which students were seen as both professional and timely. However, their mentors felt that students needed to be more assertive. Excellent reviews were ! ! ! 19
reserved for students who were consistent in their willingness to learn, positive attitude and overall professionalism. Only one student received this distinction due to her remarkable ability to relate to her surroundings and her exemplary attitude and effort on a daily basis.
As outlined in the permission form (Appendix A), both parents and students were made aware that credit for the course would be given on a Pass/Fail basis and although the authors action research project focused less on grades and more on student motivation and self-efcacy, she felt that student grade point averages (GPAs) would help determine increases in both of these areas, in that, students who are more positive, self-condent and motivated should - in theory - maintain higher academic achievement levels. Therefore, the author chose to include students GPAs (Figure 2) from the winter term to be used in comparison with students spring term GPAs to help determine what, if any, effect students eld studies had on their academic performance. Students participating in the eld study program had a combined GPA of 2.42 for the 2010 fall term, which is equivalent to a C average. Students GPAs at midterm of the 2011 spring term students did, in fact, show an overall improvement in students grade point averages, which increased from 2.42 to 2.75 (see Figure 2).
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Figure 2: Student Grade Point Averages
Fall 2010 Student GPA
Spring 2011 Student GPA
4.0000
3.0000
Grade Point Average
2.0000
1.0000
0 A B C D E F G H
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Discussion
Of the eight students included in the action research study, all but one had extremely low self-efcacy and motivation levels. Interestingly, the one student who seemed to be the most motivated and self-condent the group was also one of the two students whose parents returned the parent survey (Appendix D). This suggests that parent involvement directly impacts student motivation and self-efcacy. The students whose parents had not returned the surveys believed strongly that their parents were not proud of them. When asked why they felt this way they responded, They dont talk to me about anything, They never come to my games, They dont care about my school or my grades, They say Im stupid, My mom says that Im a waste and I can just tell. After several weeks of participating in the program students ! ! ! 21
seemed to be more positive and outgoing, both in class and while at their eld studies. Observations as well as individual interviews conducted by the author noted that students became more invested and engaged in their eld studies as time passed. Positive reinforcement from both the teacher, as well as, the input from their mentors (Appendix F) allowed students to gain condence in their abilities and achievements, which helped to further increase their positive attitudes and investment in the program. Although students grade point averages have yet to be calculated for the spring term, there are early indications from students teachers that these will be, at the very least, slightly better than the previous term. All eight students have higher in-class participation grades and school attendance after completing ve weeks out of the ten-week program. The author believes that these results will continue to improve as students remain in their eld studies. Additionally, students journal entries have shown an increase in motivation and self-condence. As a result, students have become more expressive and detailed in their journal responses, which the author feels is a positive indication of student engagement and self-efcacy. While two of the students participating in the project will graduate this spring, the six returning students have already expressed an interest in renewing their eld studies for the fall 2012. Evidence that students are actively thinking about their futures, as well as, pursuing a variety of personal interests through eld study opportunities conrms the authors original belief that eld study and mentorship programs have a profound and lasting impact on students motivation and self-efcacy.
Limitations Although the author believes the ndings of her study to be accurate, she acknowledges that the sample size of eight students is relatively small to draw conclusive and factual results. In order to provide more comprehensive and accurate research results the author believes it would be necessary to use a larger sample size of students.
Additionally, all of the individuals included in the authors action research study were students at an alternative education program based in a small, rural Vermont town. The author believes that the study would need to be conducted in other areas, those which are different than the rural, low-income, all-white ! ! ! 22
sample population used in the study to determine if variables such as, socioeconomic status, race and culture inuence students motivation and self-efcacy levels.
Finally, the author believes parental input would have been a vital and important component of her study. Information obtained from the survey would have provided the author with additional insight into students motivation and self-efcacy levels as viewed by their parents. Unfortunately, the lack of parental cooperation left the author unable to incorporate these much needed results from the parent survey (Appendix D) into her research ndings.
Further Research In order to gain more valid and reliable data the author believes it is necessary to continue her study for another year. While, the data she has collected does indicate that mentoring has a positive effect on students motivation and self-efcacy, she feels that more research must be conducted. Using a wider sample population in combination with a longitudinal study will provide the author with more conclusive and trustworthy results.
Action Plan Almost immediately the author noticed a change in students motivation and self-condence. Attendance was more consistent and the students overall demeanor was more outgoing and upbeat. Due to the seemingly positive and encouraging impact of mentoring on students motivation and self-efcacy the author presented her ndings to the schools administrators and alternative education program director. She then recommended that a eld study component be included as part of their alternative education curriculum to help increase at-risk students motivation and self-efcacy. As a result of the authors ndings The Target Program is currently in the process of integrating a one, two or three credit eld study elective as part of their alternative education programs fall 2011 curriculum.
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While not much has changed with regard to the academic content taught at The Target Program, the author did see an immediate and positive change in students attitudes, which greatly enhanced the overall environment and climate of the school. Students positive attitudes and increased effort helped raise motivation and achievement levels throughout the school. Additionally, several of the students have been offered positions of summer employment at their current eld studies, which further reinforces and validates students efforts, while also increasing their motivation, self-efcacy and investment in the program.
Beginning in the fall of 2011, students at Burr & Burton Academys alternative education program will be required to participate in a eld study elective as part of their regular school day. As an alternative education placement, The Target Program is not subject to the same rigid scheduling restrictions of a more traditional school and as such is able to offer each student a exible and individualized plan that will accommodate their varying work schedules, while also allowing students to continue on with their regular academic classes. Over the summer the author will approach area businesses and community members in an effort to secure and create a more diverse and varied array of eld study opportunities for students to choose from. Offering choices to students in terms of where they will work will increase their engagement and investment in the program helping to ensure its success. Upon completion of the term students will be asked to present a detailed description of their eld study experience to their teachers and peers. The purpose of which will be to share and discuss their individual experiences, thus opening others eyes to the endless possibilities that exist for the future as they follow their dreams and develop a life-long love of learning.
Conclusions Over the past two years there has been a noticeable decline in both the motivation and self-efcacy levels of Burr & Burton Academys at-risk student population. Surveys and questionnaires administered to students conrmed this. In an effort to increase student engagement and self-condence a eld study program was created in which students would be given the opportunity to experience real-life, authentic learning through a community-based mentorship program. Prior to the start of the program students were ! ! ! 24
asked to complete an interest inventory, which helped the author assess students motivation levels and individual interests. Taking these into consideration, students were then paired with a eld study placement that best t their individual needs and interests. Members of the business community acted as mentors and provided students with much needed support and guidance throughout their eld study experience. Students were able to choose from a variety of careers which included, restaurant manager, daycare provider, glass blower, potter/sculptor, chef, store owner and mechanic. After reviewing the data, the author conrmed that students did, in fact, benet from their participation in the mentorship program.
Prior to the beginning the eld study program, students were unmotivated and possessed insufcient selfefcacy, which negatively impacted their ability to engage and succeed in life. Additionally, students disconnection from families, teachers and friends furthered their risk for dropping out of school. According to the authors action research, she concluded that students who receive one-to-one attention are more likely to feel valued and respected, thus increasing their overall motivation and ability to succeed. The support and encouragement that students receive through community-based mentoring programs is of great value to at-risk students. Individual attention combined with an authentic, real-life environment has proven to increase students self-efcacy and motivation levels, while also helping to bridge the gap between at-risk students and their communities.
Given the positive results of her action research the author has decided to continue her research for the remainder of the school year. A longitudinal study examining the effects of mentoring on students attitudes and behavior will help school administrators develop an effective and useful eld study program. After reviewing the authors preliminary research, The Target Program has decided to integrate a eld study component into their curriculum for the 2011-2012 school year. Such a program will increase students motivation and self-efcacy, while also increasing their ties to the community. School administrators along with Targets faculty and staff believe this to be both a positive and enriching experience that will allow at-risk students an opportunity to gain the valuable and necessary experience to succeed in the life. ! ! ! 25
References
Wikpedia. (n.d.). Alternative school. Retrieved January 23, 2011, from http:// en.wikipedia.org/wiki/ Alternative_school Annunziata, Diane, Hogue, Aaron, Faw, Leyla & Liddle, Howard A. (2006). Family functioning and school success in at-risk, inner-city adolescents. Journal of Youth and Adolescence, 35 (1), 100-108. Retrieved January 26, 2011, from ABI/INFORM Global. (Document ID: 1015442581).
Bradford, Melanie. (2005, January). Motivating students through project-based service learning. T.H.E. Journal, 32(6), 29-30. Retrieved January 23, 2011, from ProQuest Education Journals. (Document ID: 790463511).
Byrne, Jay. (2004, December). Alternative education: The cutting edge? Principal Leadership, 5 (4), 49-50. Retrieved January 23, 2011, from ProQuest Education Journals. (Document ID: 749910571).
Hawke, S., Social Science Education Consortium, I. O., & ERIC Clearinghouse for Social Studies/Social Science Education, B. O. (1975). High school in the community: Providing alternatives in education. Profiles of Promise 39. Retrieved January 24, 2011, from EBSCOhost. Mendler, Brian D. (2009). The taming of the crew: Working successfully with difficult students. Rochester, New York: Discipline Associates, LLC. Somers, C. L., Owens, D., & Piliawsky, M. (2009). A Study of high school dropout prevention and at-risk ninth graders' role models and motivations for school completion. Education, 130(2), 348-356. Retrieved January 23, 2011, from EBSCOhost. Teen Drug Abuse. (2005) Retrieved March 27, 2011 from, ! http://www.teendrugabuse.us/teen_drug_use.html
Voke, Heather. (2002, February). Motivating students to learn. ASCD, 28(1), 1-8. !Retrieved January 25, ! from http://www.ascd.org/publications/newsletters/ infobrief/feb02/num28/Motivating! Students-to-Learn.aspx
! !
! 26
Appendix A: Permission Form
January 21, 2011
Dear Parents,
In an effort to help your child explore various career paths We have developed a new program which offers students the opportunity to earn school credit while participating in a community-based eld study. Field study placements will be based on student interest and availability of community volunteers. It is our hope that students will gain important social skills, while simultaneously exploring future career interests. Student participation is encouraged. Students will be graded on a pass/fail basis. Teachers will use observations, interviews, and mentor reports to assess students achievement. In addition to these, students will be asked to keep weekly journals and write a self-reective summary at the conclusion of their experience. Students will be expected to conduct themselves in a professional manner at all times while at their led study placements. Schedules will be arranged and students will be required to honor their commitments for the duration of the ten week program. Information gathered throughout the semester will be used to measure the effects of mentoring on student motivation and academic achievement. Results will be kept condential and names will be changed to protect students privacy. The data collected will help provide valuable insight into your childs learning experiences, allowing us to provide them with the best educational experience possible.
Sincerely,
Blair Brownlee Teacher Target Program Burr & Burton Academy --------------------------------------------------------------------------------------------------------------------Please sign and return to school on or before January 27, 2011. My child, _______________________ has permission to participate in Burr & Burton Academys Field Study Program.
Parent signature ________________________________!
Date_________
! !
! 27
Appendix B: Student Interest Inventory
Name: Please answer these questions to the best of your ability. You may skip questions you nd to be uncomfortable.
1. What is a recent movie you enjoyed? What did you like about it? 2. What is your favorite place to be? Why? 3. What is your favorite food? 4. What is your favorite kind of music? 5. What is you favorite food? 6. What is your favorite kind of music? 7. What is your favorite sport? 8. D you belong to any organizations/teams/clubs? If so, which ones? 9. Name someone you admire and tell why? 10.What do you typically do after school each day? 11.What responsibilities do you have? 12.What do you want to do for a career? 13.What do you daydream about? 14.What would the title of a book about your life be? 15.If you could go back two years ago, what advice would you give yourself?
! !
! 28
Appendix C: Self-Assessment Survey
Burr & Burton Academy Target Program Student Self-Assessment Survey
1. What is your greatest quality?
2. What would you change about yourself?
3. What activities do you like to do in your free time?
4. Do you feel supported by your parents?
5. Are your parents proud of you?
6. How do you know?
7. Do you have any goals for the future? If so, what are they?
8. On a scale of 1-5 (5 being the highest) rate your happiness.

! ! ! 1! 2! 3! 4!
9. Do you feel that you contribute to society in a positive way. Explain.
10.What do you like most about school?
11.What do you like least about school?

! ! ! 29
12.Whose opinion do you value the most - family, friends, teachers, coaches, other (please specify)
___________________ - circle (or list) all that apply.
13.Do you feel supported by your teachers?
14.Do you like music?
15.Do you like art?
16.D0 you like to read?
17.What was the last book you read?
18.Do you plan to enter college or vocational school after graduation?
19.On the scale (5 being the highest) how important is education/school to you?
! ! ! ! ! 1! 2! 3! 4! 5
20. Which is more important to you - being street smart or school smart? Why?
! !
! 30
Appendix D: Parent Survey
Burr & Burton Academy Target Program - Parent Survey
1. What is your childs greatest quality? What do they need to improve upon?
2. Does your child enjoy school?
3. Does your child makes friends easily?
4. Does your child participate in school activities? If so, please list them.
5. List something your child did recently that made you proud?
6. Does your child have goals for the future? If so, what are they?
7. On a scale of 1-5 (5 being the highest) rate your childs happiness.

! ! ! 1! 2! 3! 4! 5!
8. Do you feel that your child contributes to society in a positive way?
9. Whose opinion does your child value? - family, friends, teachers, coaches, other
__________________ - circle all that apply.
10. In his/her free time, my child prefers to _________________________________.
11. Where would you like your child to be in ten years?
! !
! 31
Appendix E: Goals Worksheet Goals Worksheet
This is a worksheet to help you set some goals for the upcoming months. Please take a few minutes to think about what you hope to gain by participating in Burr & Burton Academys Field Study program.
1. What do you want to achieve from this Field Study opportunity?
2. Steps I need to take in order to achieve this goal:

! ! ! 1. 2. 3.
3. What do you want to accomplish at Burr & Burton Academy?
4. Steps I need to take in order to achieve this goal:

! ! ! 1. 2. 3.
5. List three specic goals that you would like to achieve throughout the year. These can be personal,
academic and/or related to your Feld Study.
1.
2.
! ! !
3. ! 32
Appendix F: Mentor Report
Burr & Burton Academy Target Program Student Field Study Evaluation
Please rate student based on their level of participation and attitude while under your supervision. Please circle the number on the scale that best reects their individual performance. The scale is numbered 1-5, with 5 being the highest.
Student: _______________________! !
Date:__________
1. Student arrives on time.

! ! 1! 2! 3! 4! 5!
2. Student is positive and receptive to instruction.

! ! 1! 2! 3! 4! 5
3. Student takes initiative.

! ! ! 1! 2! 3! 4! 5!
4. Student makes appropriate use of their time.

! ! 1! 2! 3! 4! 5!
5. Student is respectful.
! ! 1! 2! 3! 4! 5!
6. Student shows a genuine interest in their surroundings.

! ! 1! 2! 3! 4! 5!
Comments:
! !
! 33
Appendix G: Journal Prompts
Field Study Placement - Journal Prompts
Week 1 - Describe your personal strengths and weaknesses? What qualities do you like about yourself, ! which would you like to change? Why?
Week 2 - What are your goals for the next ten weeks? What do you hope to accomplish during your eld ! study placement? How will you go about doing this?
Week 3 - Pretend you are the boss. You are beginning to interview potential job applicants. What qualities ! are you looking for in an employee? What makes an individual stand out from the other ! applicants? Why?
Week 4 - How will you handle potential conicts within the workplace? Who will you go to for help and ! advice?
Week 5 - Do you feel that you are making a difference and contributing in a positive manner to your eld ! study? Why or why not?
Week 6 - During the past month what do you feel has been your biggest accomplishment (with regard to ! your eld study). What has been your greatest challenge?
Week 7 - How do you feel your eld study experience will help prepare you for the future?
Week 8 - Once again, pretend that you are your boss (mentor). Prepare a staff evaluation of yourself. ! What are your doing well? What do you need to work on?
Week 9 - Do you feel more responsible/motivated/interested with life after having participated in this ! program? Why or why not? What would you change about the eld study program?
Week 10 - Flash forward ten years - the high school reunion committee has requested an update of your ! life before your ten year class reunion. What have you done since graduation? Include schooling ! (if any), family, career, hobbies, awards, etc.
! !
! 34
! !
! 35

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