Date of Award
Action Research Project
Master of Arts in Education
Montessori Elementary Education
The purpose of this research was to determine if participation in a cross-age, peer mentoring program affected student connectedness to self, others and school. The research took place at two public elementary schools in the western United States. Eighty-three students in grades K-1 and 4-6 participated. Data on student connectedness was collected before and after implementation of the mentoring program using multiple measures including student self-assessments, student and teacher prompted journals, observational field notes collected by researchers and attendance. Participation in the mentoring program was found to increase student connectedness to self, others and school for both mentees and mentors. A mentoring program proved to be an easily implemented and effective intervention to encourage self-actualization in students. Tools such as peer mentoring programs that drive students to reach their highest potentials are recommended as courses of action for all schools.
Baty, Joy and Wilwol, Lindsay. (2019). Cross-Age Connections: The Effects of a Peer Mentoring Program on Students’ Connectedness to Self, Others and School, in Two Public Elementary Schools in the American West. Retrieved from Sophia, the St. Catherine University repository website: http://sophia.stkate.edu/maed/298