Pupils talking about their learning mentors: what can we learn?

Rose, R. and Doveston, M. (2008) Pupils talking about their learning mentors: what can we learn? Educational Studies. 34(2), pp. 145-155. 0305-5698.

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Item Type:	Article
Abstract:	The use of learning mentors to provide additional support to pupils who experience barriers to learning has become a feature of many schools in recent years. Mentoring places learning within a social context and recognises the necessity to ensure that students feel both comfortable with and in control of the learning process. This paper describes research which sought the views of young people who, having been identified as having social difficulties, had been supported by learning mentors. Their personal interpretation of mentoring and its impact on their lives is discussed and illustrated through use of their own words. Students interviewed demonstrated an ability to rationalise their own situations and behaviors and provide an indication of the important role that learning mentors have played in their lives
Uncontrolled Keywords:	mentoring; learning support; pupil voice
Subjects:	L Education > LC Special aspects of Education > LC3950 Exceptional children and youth. Special education > LC4801 Emotional and behavioral disorders L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators > LB1731.4 Mentoring in education
Creators:	Rose, Richard and Doveston, Mary
Funders or Sponsors:	Chesterfield Excellence Cluster, Derbyshire County Council
Publisher:	Routledge / Taylor and Francis
Faculties, Divisions and Institutes:	University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
Date:	May 2008
Date Type:	Publication
Page Range:	pp. 145-155
Journal or Publication Title:	Educational Studies
Volume:	34
Number:	2
Language:	English
DOI:	https://doi.org/10.1080/03055690701811222
ISSN:	0305-5698
Status:	Published / Disseminated
Refereed:	Yes
Related URLs:	Publisher
URI:	http://nectar.northampton.ac.uk/id/eprint/1305

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