Date of Graduation
5-2020
Document Type
Thesis
Degree Name
Bachelor of Science Education
Degree Level
Undergraduate
Department
Curriculum and Instruction
Advisor/Mentor
Imbeau, Marcia B.
Committee Member/Reader
Bell, Karmen
Abstract
This study focused on the impact that a specific after school peer-mentoring program had on students from working families based on their teachers’ perspectives. The research surveyed teachers from a local elementary school who had students enrolled in the SOAR after school program. The teachers were interviewed, and data was collected and coded according to trends in responses. Teacher responses were then analyzed in a cross-case analysis to recognize trends among teacher responses in the categories of program participants, resilience, school performance, school motivation, school perception, and self-efficacy among SOAR students. The research lasted one semester. Through the study, the data suggested that the SOAR after school peer-mentoring program had a positive impact on students from working families.
Keywords
education; after school; after school program
Citation
Reynolds, T. (2020). Studying and Assessing the Impact of Peer Mentoring on Students from Working Families: A View from Teachers’ Perspectives. Curriculum and Instruction Undergraduate Honors Theses Retrieved from https://scholarworks.uark.edu/cieduht/19
