BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Teachers As Mentors

Models for Promoting Achievement with Disadvantaged and Underrepresented Students by Creating Community

Paperback
May 2011
9781579223113
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  • Publisher
    Stylus Publishing
  • Published
    18th May 2011
  • ISBN 9781579223113
  • Language English
  • Pages 166 pp.
  • Size 6" x 9"
$31.95
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March 2012
9781579226077
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  • Publisher
    Stylus Publishing
  • Published
    1st March 2012
  • ISBN 9781579226077
  • Language English
  • Pages 166 pp.
  • Size 6" x 9"
$125.00
E-Book (ePub)
February 2012
9781579226084
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  • Publisher
    Stylus Publishing
  • Published
    27th February 2012
  • ISBN 9781579226084
  • Language English
  • Pages 166 pp.
  • Size 6" x 9"
$31.95
Hardback
May 2011
9781579223106
More details
  • Publisher
    Stylus Publishing
  • Published
    19th May 2011
  • ISBN 9781579223106
  • Language English
  • Pages 166 pp.
  • Size 6" x 9"
$125.00

The book describes two similar and successful models of youth mentoring used by two acclaimed urban high schools that have consistently achieved exceptional graduation rates. Providing a detailed description of their methods – based upon extensive observation, and interviews with teachers, students, administrators, and parents – this book makes a major contribution to the debate on how to reduce the achievement gap.

Using similar teacher-as-youth mentor and youth advising models, these two inner city schools – Fenway High School in Boston, Massachusetts; and the Kedma School in Jerusalem – have broken the cycle of failure for the student populations they serve—children from underrepresented groups living in poverty in troubled neighborhoods with few resources.

Students in both schools have excelled academically, rarely dropout, and progress to college in significant numbers (Fenway has 90% graduation rate, with 95% of graduates going on to college. Kedma outperforms comparable urban schools by a factor of four). Both schools have won numerous awards, with Fenway High School gaining Pilot School status in Massachusetts, a recognition the state only awards to a few exemplary schools; and Kedma School being declared one of the 50 most influential educational endeavors in Israel.

The success of both schools is directly attributable to their highly developed teacher-as-a-youth mentor programs that embody an ideology and mission that put students at the center of their programs and structures. The models are closely integrated with the curriculum, and support the social, emotional, cultural, and academic needs of students, as well as develop close mentor-student-parent relationships. The model furthermore includes extensive support for the mentors themselves.

Apart from the potential of these models to narrow the achievement gap, these two schools have a record of creating a school climate that promotes safety, and reduces the incidence of bullying and violence. At the heart of both programs is creating community—between departments and functions in the school; and between teachers, staff, students, and parents. Everyone in the school system should read this book.

Research suggests that caring relationships between students and teachers significantly enhance Social Emotional Learning (SEL) -- defined as the process through which children develop their ability to integrate thinking, feeling, and behaving to achieve important life tasks -- which is recognized as an important factor in children's success in school.

However, caring schools are usually the exception, especially at the secondary level where relationships between students and teachers seem to deteriorate significantly. This book provides a schoolwide model for establishing caring secondary schools and enhancing SEL using a teacher-as-a youth mentor model.

"Teachers not only teach. They are also advocates, coaches, allies, supporters, and as Aram Ayalon reminds us in this thoughtful book, they are mentors as well. With concrete cases and useful suggestions from two cases – one in Boston and the other in Jerusalem – Teachers as Mentors provides inspiring examples of how promoting nurturing teacher-student relationships can help even the most underserved and marginalized students succeed."

Sonia Nieto, Professor Emerita - , University of Massachusetts, Amherst

“We ignore what Ayalon has to say at our peril. This is a book that takes us step-by-step through schools that were carefully designed to make it as easy as possible for teachers and students to learn from each other and from their shared world. Following the spirit of the examples presented here, specifically tailored to individual settings, might transform schools into places not only of achievement in scholastics, but also settings where students and teachers enjoy their work together."

Deborah W. Meier, Director of New Ventures at Mission Hill and senior scholar - , New York University’s Steinhardt School of Education

"Teachers as Mentors is an invaluable resource for schools, especially those serving students who are urban, minority, and at-risk. Culture-building through mentoring capitalizes on relationships between teachers and students within democratic learning environments. Teachers who want to become mentors are given specific suggestions for creating close, nurturing relationships through a range of structure, strategies, and resources. The book is accessible, descriptive, and liberatory—giving hope through grassroots examples that teachers who commit to student-centered discourse and action can create the conditions needed for sustainable mentoring environments."

Carol A. Mullen, The University of North Carolina at Greensboro, USA, former editor of Mentoring & Tutoring: Partnership in Learning

"Ayalon's book in an important reminder that schools need to do more than teach curriculum and assess students -- they need to care and build relationships. In the current environment of high-stakes testing and accountability, it is easily forgotten that student success, both social and academic, is greatly influenced by student-teacher relationships. Ayalon looks at two schools, Fenway High School in Boston and Kedma School in Jerusalem, that successfully mentor at-risk students. The book is divided into five parts and he provides a summary and synthesis at the end of each part, as well as an appendix with examples of mentoring activities used at each school that may impact practice if implemented. Summing Up: Recommended."

- Choice

Acknowledgments
Foreword—Deborah W. Meier
Introduction

Part I. Establishing Nurturing Schools
1) Youth at Risk and Student Dropout
2) Caring Schools
3) Mentoring and Teacher-Student Relationship
4) Schools With Teachers as Youth Mentors

Part II. A Mentoring classes
5) Kedma’s Mentoring Class
6) Fenway’s Advisory Class
Summary and Synthesis

Part III. Individual Teacher-Student Relationships
7) Mentor-Student Relationship at Kedma
8) Advisor-Student Relationship at Fenway
Summary and Synthesis

Part IV. Mentor Support System
9) Kedma’s Mentor Support System
10) Fenway’s Advisory Support System
Summary and Synthesis

Part V. Summary and Implications
11) Summary, Discussion, and Implications

Appendix

Aram Ayalon

Aram Ayalon has been a professor of secondary education since, 1989 first in the State University of New York College at Potsdam and then in the department of Teacher Education at Central Connecticut State University. He has published and conducted research in the areas of multicultural education, teacher as a mentor, school-university partnership, and action research. In 2008 he was visiting professor in Tel Aviv University where he taught qualitative research and teacher-as mentor courses. He now serves as school board member in the New Britain school district, an urban school district in the greater Hartford, Connecticut area. Born in a Kibbutz in Israel, Dr. Ayalon graduated from the Hebrew University in Jerusalem in Animal Science, and after working as a high school science teacher in Tucson, Arizona; graduated with a Ph.D. in curriculum instruction from University of Arizona.