Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532697
Title: Towards a unified psychological model of learning mentoring in the education and development of adolescents
Author: Millward, Ian
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2008
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Abstract:
This study set out to develop a unified psychological model of mentoring that could be used to support the education and development of adolescents. It emerged from a series of lessons and workshops that introduced 'Accelerated Learning' (Rose 1999) to secondary school pupils preparing to take their GCSE examinations. The apparent success of this approach on their GCSE exam performance resulted in the planning and running of a 3-day residential 'Accelerated Learning' (AL) workshop for pupils from an East London secondary school. Jennings' (1997) model of elite athlete coaching was incorporated into the AL workshop as a provisional attempt to develop a model of learning mentoring that could fill the gap evident in the learning mentor strand of the government's Excellence in Cities programme. Pupil and adult participant feedback from the workshop resulted in a radical review of the learning needs of adolescent pupils that led to the research refocusing on the social and emotional development of adolescents rather than development of their 'meta-cognitive'skills. A subsequent series of pupil workshops and secondary school learning mentor workshops used action research (Lewin, 1947) to further develop a process model of mentoring based on Jennings' elite athlete coaching model (Jennings, 1997), and incorporating established psychological theory and principles including 'flow theory' (Csikszentmihalyi', 1990), 'mindset theory' (Dweck, 2002) and Lewin's 'cognitive field theory'. The emergent model has rigorously field tested with initial success. in 'real world' settings with challenging 'at risk' adolescents. A surprising finding is the statistically significant improvement in GCSE exam Performance of male pupils who participated in the study to the extent that they equalled the performance of their female peers. This result contradicts the consistent Newham and national trend of female pupils significantly outperforming male pupils in GCSE exams. A distinctive feature of the model is the 'non-expert' position adopted by a learning mentor in relation to a mentee to ensure that a mentee takes responsibility for their own learning process. Recently the emergent model has received interest from the Football Association and a premiership football academy as part of their review of academy coaching.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psychol.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.532697  DOI: Not available
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