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dc.contributor.authorMcEachen, Allyson
dc.date.accessioned2013-04-09T17:56:07Z
dc.date.available2013-04-09T17:56:07Z
dc.date.issued2013-04-09
dc.identifier.urihttp://hdl.handle.net/10464/4263
dc.description.abstractMy goal for this research project was to explore the levels of mentoring within a disability-focused service learning context known as the Special Needs Activity Program (SNAP). At present, research on mentoring within specific service learning contexts remains largely unexamined. In an effort to assess service learning and mentoring, I completed a comparative case study across three distinct years of SNAP. Undergraduate student leaders, known as coordinators, organize and implement SNAP as a thesis project. I focused specifically on the mentoring experience of particular coordinators of SNAP. My thesis presents and describes the findings of several levels of analysis across three SNAP coordinator cohorts. The analysis focused on key words, idiomatic expressions, patterns and dissonances. In my conclusion, I offer three metaphors that describe mentoring within the SNAP experience and relate these to my discussion about how mentoring functions as a component of service learning.en_US
dc.publisherBrock Universityen_US
dc.subjectMentoringen_US
dc.subjectService learningen_US
dc.subjectPeople with disabilitiesen_US
dc.titleExamining Mentoring within a Particular Service Learning Contexten_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Child and Youth Studiesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Child and Youth Studiesen_US
dc.degree.disciplineFaculty of Social Sciencesen_US
dc.embargo.termsNoneen_US
refterms.dateFOA2021-08-08T01:54:52Z


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