ABSTRACT
This study was performed as a part of the GMU Language Minority Beginning Teacher Induction Project at Ellen Glasgow Middle School in Alexandria, Virginia. It was based upon an investigation of how a focus of peer mentoring among language minority students and "successful" students can affect the achievement in the Science content area.
Language minority students expressed difficulty-mastering concepts and felt the need of a peer mentor would be effective. Base line data was established from their Science grades and completion of a survey. This investigation started mid-year and comparison of students’ quarterly grades enabled a comparison of student achievement, first in the absence of peer mentors and then after peer mentors were used. In a follow-up survey, students’ responses indicated an increased willingness to take risks within classroom discussions and a greater likelihood of applying their knowledge to a wide variety of tasks within the Science content area.
