Civic Problem-Solving: Results of a Mentoring Project with At-Risk Middle School Students

In this paper, the authors report the initial findings of a two-year study on the impacts of a civic problem solving approach involving preservice teachers with at-risk middle school youth. Preservice teacher/mentors worked both one-on-one and in small groups with middle school youth to develop and implement community action projects as part of an after school program. Data from individual interviews with middle school youth and preservice teachers were analyzed using an analytic induction method. Preservice teacher mentors developed teaching skills, increased understanding of working with students in the community, interpersonal skills and knowledge of youth. Middle school youth gained social, emotional and cognitive skills in addition to community experience. (authors)