Academic literature on the topic 'Diplomati e dropout'

RIASSUNTO Questa tesi di dottorato costituisce una ricerca in cotutela tra Brasile e Italia che, partendo da un'impostazione teorica, si avvale di metodologie di analisi quali-quantitativa per indagare i profili professionali di studenti sia diplomati che dropout provenienti da 37 Scuole tecnico-professionali secondarie brasiliane. La ricerca é stata effettuata in Brasile ed in Italia, mediante un accordo internazionale firmato tra i Rettori dell'Universidade Federal de Minas Gerais e dell'Università Ca' Foscari Venezia. L'indagine ha ricevuto il supporto delle agenzie nazionali di sostegno alla ricerca. La raccolta dei microdati è stata fatta utilizzando due diversi tipi di questionari applicati a due campioni costituiti rispettivamente da 762 studenti dropout e 742 diplomati, nel periodo tra il 2011 e il 2013. I microdati, derivati da fonti primarie, sono relativi agli anni accademici 2006-2010. L'elemento chiave della tesi è costituito dalla definizione dei profili professionali attesi e dall’analisi della loro correlazione con i percorsi di transizione dalla scuola al mondo del lavoro. Le categorie della Filosofia della Praxis stabilite da Antonio Gramsci, in Italia, e da Karl Heinrich Marx, in Germania, vengono assunte come riferimenti teorici fondamentali, sia dal punto di vista storico che in senso politico ed economico. La tesi conduce un'approfondita analisi del dibattito emergente, a livello internazionale, in ordine ai seguenti problemi: sistema scolastico duale vs scuola unitaria; unità tra formazione accademica e formazione professionale vs loro separazione. Inoltre si è proceduto anche a precisare contenuti e limiti del dibattito emergente sul rapporto possibile tra formazione tradizionale e formazione per competenze. E’ stato così possibile pervenire ad un'elaborazione critica di due diversi tipi di sistemi di stratificazione occupazionale attualmente utilizzati nei Paesi oggetto d’esame della Tesi. Il lavoro teorico è stato sostenuto da una raffinata analisi metodologica che si avvale di due strumenti di analisi quantitativa: 1) Il "modello teorico e concettuale della performance scolastica e studentesca nella Scuola Secondaria" - California University - USA, 2) Una tabella con le dimensioni degli studi e d'analisi, fatta dal dottorando, con le variabili statistiche adottate da rispondere alle ipotesi. Queste due dimensioni hanno permesso di elaborare tre diversi profili professionali di riferimento per l’analisi dei due campioni di studenti: uno ad ispirazione socio-demografica ed economica; l'altro ad ispirazione formativa; e un terzo ad ispirazione professionale. La tesi ha potuto così fondare le sue analisi ed argomentazioni su due ipotesi di ricerca complementari, arricchendo di molto la portata esplicativa delle sue conclusioni. La tesi ha, infatti, concluso che gli studenti che si sono diplomati mostravano profili professionali significativamente migliori rispetto a quelli di coloro che avevano abbandonato la scuola tecnico-professionale, sia nell'anno 2006 che 2011. Dai due campioni risulta che il 76% degli studenti totali proveniva da classi economiche di basso censo brasiliane, aveva studiato nelle scuole pubbliche e aveva lavorato in un'area professionale corrispondente alla formazione tecnica ricevuta. La ricerca ha anche individuato un punto chiave: utilizzando una procedura d'analisi comparativa, è giunta alla conclusione che i risultati dell'indagine sono generalizzabili a tutta la popolazione N del Sistema Brasiliano di Formazione Tecnico-Professionale, costituita da circa di 189.988 studenti. Infine, la ricerca ha permesso di individuare tre differenti tipologie di gerarchie di fattori statisticamente associati alle decisioni degli studenti. Queste riguardano: i fattori di scelta dei corsi tecnico-professionali degli studenti dropout; i fattori di abbandono; i fattori associati alla conclusione dei corsi tecnico-professionali. Footnote: CNPq: Brazilian National Counsel of Technological and Scientific Development. CAPES: Brazilian Coordination for the Improvement of Higher Education Personnel. INEP: Brazilian Institute for Studies and Educational Research.<br>ABSTRACT This PhD Thesis is a theoretical, quantitative, and exploratory research that investigates the professional profiles of students from 37 secondary professional schools from Brazilian Vocational Education Network, throughout Minas Gerais State. This research was done in Brazil and in Italy - co-supervision thesis -, by means an international agreement signed between Universidade Federal de Minas Gerais, and the Ca' Foscari University of Venice. The investigation was also supported by the Brazilian Federal Research Agencies . The micro data collection was done using two different sets of questionnaires, applied from 2011 to 2013, to subjects in two main samples: 762 dropouts and 742 graduated students from secondary Professional Education. The micro data, extracted from primary sources, were related to the academic period from 2006 to 2010. About the research problem, it was a key element for this study the establishment of subjects' occupational profiles and the connections of those final profiles to the pathways in their transition from school to work. The Philosophy of Praxis' categories established by Scholars Antonio Gramsci, in Italy, and Karl Heinrich Marx, in Germany, were set as the main theoretical framework for this thesis in a historical, political and economical view. In this thesis, an important educational argument was presented considering different scholars that argue for different school organizations: the duality school versus the unitarian school; the separation or not between the academic and vocational tracks. Based on the theoretical argument established between school qualification versus competencies, it was also possible to present two different types of occupational stratification systems used today. Methodologically, two quantitative analytical dimensions were used: 1) the Theoretical and Conceptual Model of High School Performance (California University - UCSB scholars - USA); 2) a table with simple and composite variables. In that way, those two dimensions allowed us to draw three different student occupational profiles: sociodemografic and economical, educational, and occupational. By testing two complementary hypothesis, this research concluded that the vocational students that graduated had significantly better occupational profiles than those of the dropouts, both in 2006 and 2011. From the two samples of students, 76% came from the low economic Brazilian classes, had been studying in public schools and they continued working in the same area of their vocational formation. This research also identified a key point: the thesis results, using a comparative sample analysis, showed to be valid for the N population of the Brazilian Federal Vocational Education System, of 189.988 students. Finally, the research allowed us to identify three hierarchies of factors statistically associated to the students' decisions to choose, and to dropout, and to conclude their vocational courses. Footnote: CNPq: Brazilian National Counsel of Technological and Scientific Development. CAPES: Brazilian Coordination for the Improvement of Higher Education Personnel. INEP: Brazilian Institute for Studies and Educational Research.<br>RESUMO Esta tese de doutorado é uma pesquisa teórica, quantitativa e exploratória que investiga os perfis profissionais de alunos oriundos de 37 escolas secundárias da Rede Federal de Educação Profissional no Brasil, espalhadas por todo o Estado de Minas Gerais. A investigação foi desenvolvida no Brasil e na Itália - cotutela de tese -, a partir de um acordo internacional firmado entre a Universidade Federal de Minas Gerais e a Università Ca' Foscari Venezia. A investigação foi financiada por agências de pesquisa federais brasileiras. A coleta de microdados foi feita por meio de dois questionários distintos, aplicados, de 2011 a 2013, a sujeitos de duas amostras principais: 762 jovens que abandonaram a escola e 742 alunos formados em escolas secundárias Profissionais. Os microdados, extraídos de fontes primárias, eram referentes ao período acadêmico de 2006 a 2010. Sobre o problema de pesquisa, constituiu-se em um elemento chave deste estudo o traçado dos perfis ocupacionais finais destes dois grupos de indivíduos, assim como as conexões de seus perfis com os itinerários de sua transição escola-trabalho. As categorias da Filosofia da Práxis, desenvolvidas pelos estudiosos Antonio Gramsci, na Itália, e Karl Heinrich Marx, na Alemanha, foram definidas para esta tese como o principal referencial teórico em uma visão histórica, política e econômica. Estabeleceu-se um debate educacional entre distintos teóricos que defendem diferentes organizações escolares: a dualidade escolar X a escola unitária; separação ou não entre formação geral e formação profissional. Noutro debate teórico, qualificação X competências, foi possível também apresentar dois diferentes tipos de sistemas de estratificação ocupacional na atualidade. Na metodologia, foram usadas como dimensões de análise quantitativa: 1) o Modelo Teórico e Conceitual de Desempenho Escolar e Estudantil no Ensino Médio (autores da Universidade da Califórnia - UCSB - EUA); 2) uma tabela de variáveis simples e compostas. Assim, estas dimensões permitiram traçar três tipos de perfis profissionais dos alunos: sociodemográfico e econômico, educacional e profissional. Ao testar dois tipos complementares de hipótese, a pesquisa concluiu que os alunos formados no ensino profissional secundário tinham um perfil ocupacional significativamente melhor do que o daqueles que abandonaram a escola, tanto em 2006, quanto em 2011. Das duas amostras de estudantes, 76% vêm de classes econômicas baixas, estudaram em escolas públicas e estão trabalhando em áreas afins à formação profissional recebida na escola. Um ponto-chave é que os resultados da tese demonstraram-se válidos, por análises amostrais comparativas, também para a população N de 189.988 estudantes em todo o Brasil. Finalmente, a investigação permitiu o estabelecimento de três distintas hierarquias de fatores estatisticamente associados às decisões dos alunos de escolher, de abandonar e de concluir seus cursos técnicos. Footnote: CNPq: Brazilian National Counsel of Technological and Scientific Development. CAPES: Brazilian Coordination for the Improvement of Higher Education Personnel. INEP: Brazilian Institute for Studies and Educational Research.

Dropping out of high school almost guarantees a life of hardship. The absence of a diploma contributes to poverty, increased crime rates and weakens the economy. To that end, school districts have a moral and ethical responsibility to bring an end to the dropout epidemic. This study was based on an analysis of more than 26,000 Brevard public school students. The researcher used 2006-2007, 2007-2008 and 2008-2009 student data to determine the relationship between race, grade level, ESE status, ELL status, SES, type of promotion and dropping out of school. In addition, the researcher reviewed Student Exit Survey data and face-to-face interview data to determine why students dropped out and identified strategies students felt would have kept them in school. Finally, individual interview data were analyzed to understand the circumstances that encouraged participants to return to earn their diplomas. The researcher recommended use of data management and tracking systems for early identification of potential dropouts so intervention could be delivered at the onset of failure, assignment of trained adult leaders to monitor and intervene for students; enforcement of compulsory school attendance; creation of mechanisms to reduce absenteeism that do not lead to school failure; required intervention for students who are truant; identification and assignment of highly effective teachers to at-risk youth; intervention in classrooms that have high rates of student failure; use of relevant curriculum and employment of instructional practices proven to increase engagement; alignment of intervention strategies with researched practices; gathering of input and feedback from students to determine program effectiveness; creation of meaningful exit interview processes; utilization of survey data to identify and remove school-related barriers and collaboration with community agencies to find meaningful and genuine solutions for students in crisis.<br>ID: 029809063; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 283-291).<br>Ed.D.<br>Doctorate<br>Educational Research, Technology, and Leadership<br>Education

Increasing attention paid to the high school dropout situation since the passage of No Child Left Behind (NCLB) (2000) has brought about concerns (United States Department of Education, 2002a). In an attempt to bring greater clarity to the complicated issues surrounding school dropouts, I explored several under-researched aspects relating to dropping out of high school, such as adults returning to a high school diploma program and the non-monetary benefits of obtaining a high school diploma. According to Harris and Ganzglass (2008), 39% of adult learners across the nation voluntarily return to an adult alternative program to work on their regular high school diploma. Of these adult students who return, why are only 30% actually completing the program? This study employed a qualitative interpretivist research design to attain an understanding of why adults dropped out of a virtual high school diploma program a second time. I conducted semi-structured interviews with 10 adults who had dropped out of high school for a second time, which provided these participants a voice, free to share his or her thoughts and feelings about past social exchanges through his or her own words. It became clear as a result of my data that no single reason fully explained why a particular study participant chose to drop out. Rather, one or more reasons occurred in tandem and it was this confluence of factors that created a sufficiently compelling set of circumstances that prompted each participant to exit the program. Implications from the research stress that additional research could be conducted in the areas of student connectedness, staff and administrators perceptions of why they feel certain students are not being successful in their school, and wraparound services for at-risk students and their families.<br>Thesis (Ed.D.)-- Wichita State University, College of Education, Dept. of Counseling, Educational Leadership, Education and School Psychology

Lowered academic achievement and premature departure from high school continue to plague the educational system, creating the need for greater insight into experiences affecting students' classroom performance. Much is known about academic achievement; however, less research has focused on the role of familial attachment on premature departure from high school. Guided by attachment theory, the purpose of this interpretative phenomenological study was to gain insight into General Education Diploma (GED) students' familial attachment experiences influencing premature departure from high school. The research questions focused on GED students' primary caregiver and educational experiences. Participants (n = 14) consisted of current or previous GED students 18-30 years of age. Data were gathered from semistructured interviews and a Life Map used to capture expression of feelings through symbols. Interview transcriptions were hand-coded by bracketing words and phrases for composite textual descriptions. Data interpretations were bolstered by committee member checking and participants' review of extracted data. Findings revealed a close connection between the types of attachment formed with primary caregivers and early departure from high school, but participants were more strongly influenced by external influences such as relationship conflicts, health crises, domestic violence, abuse, loss, and paternal abandonment. This study offers insight to educators, counselors, and those within the criminal justice system on these students' emotional and mental needs.

The purpose of this study was to explore attitudes toward adult education among adult learners without a high school diploma or the General Educational Development (GED). In this study, adult learners without a high school diploma or GED completed the Attitudes Toward Adult Education Scale (AACES) and selected respondents volunteered to participate in a face-to-face interview in conjunction with the mixed methods section of the study. For this study, I used a 5-point Likert scale to measure the responses on the 22-item AACES survey. Three hundred and fifty respondents participated in the study. Descriptive statistics and a three-way ANOVA revealed attitudes toward adult education were not very favorable among adults without a high school diploma or GED. Overall, there were no significant differences among adult learners without a high school diploma or GED. However, age was statistically significant, as older adult learners had more favorable attitudes toward adult education than younger adults did. Race/ethnicity and gender showed no significant differences. The qualitative data revealed interviewees valued adult education and thought it was important for them to obtain their GED or high school diploma. Those interviewed believed they needed to obtain their GED or high school diploma in order to acquire meaningful employment. The interviewees did not express any immediate plans to participate in adult education or post-secondary/GED studies upon completion of the GED program. Based on the results, adult learners without a high school diploma or GED recognized the importance of obtaining a high school diploma or GED, but their attitudes toward the perception of participation in adult education were not favorable. The respondents believed participation in adult education is important and necessary to gain employment, but they did not show much enthusiasm for participation in adult education beyond the GED program.

Research report (MPhil (Curriculum Studies))--University of Stellenbosch, 2010.<br>Bibliography<br>ENGLISH ABSTRACT: In this research report I have argued that postgraduate student retention and completion rates in nursing education can be enhanced by attending to the following actions: increased institutional support, initiating students into an ethics of care, and engaging students and lecturers in some form of dialogical communication. In order to ensure that students do not prematurely depart from their programme of study, I have shown that it is not sufficient to offer merely institutional (mostly administrative) support to students, but also cultivating caring and dialogical communication in teaching and learning activities. My argument in defence of caring and dialogical communication is corroborated by an empirical investigation which confirms students’ non-completion and retention in the non-clinical postgraduate nursing education programmes offered by Stellenbosch University’s Nursing Division in 2008.<br>AFRIKAANSE OPSOMMING: In hierdie navorsingsverslag het ek geargumenteer dat die nagraadse studentebehoud- en voltooiingkoerse in verpleegonderwys versnel kan word deur aandag aan die volgende aksies te skenk: toenemende institusionele ondersteuning, inisi¸ring van ’n etiek van omgee ten opsigte van studente en die betrokkenheid van studente en dosente in ’n vorm van dialogiese kommunikasie. Om te verhoed dat studente nie voortydig die studieprogram verlaat nie, het ek aangedui dat dit nie voldoende is om slegs institusionele (meesal administratiewe) ondersteuning aan studente te verskaf nie, maar ook om ’n kultuur te skep van omgee en dialogiese kommunikasie in onderrig- en leeraktiwiteite. My argument ter stawing van omgee en dialogiese kommunikasie word ondersteun deur ‘n empiriese ondersoek van studente se nie-voltooiings- en retensiekoerse in die nie-kliniese nagraadse onderwysprogramme wat deur Universiteit Stellenbosch se Verpleegkunde-afdeling in 2008 aangebied is.

High school dropouts are likely to experience challenges during the transition to adulthood, notably in terms of employment. For them, jobs are often hard to find, low-paid, and unstable. Many dropouts thus re-enroll in school, and some go on to obtain a high school or vocational diploma or even a college degree. However, others do not re-enroll or abandon school again, while some disengage from both education and employment. In other words, high school dropouts experience heterogeneous pathways during their transition to adulthood. A small but growing body of research attempt to document these pathways and their antecedents and consequences, as well as effective programs and services to reconnect those at risk of marginalization. This chapter provides a broad overview of this literature, focusing on the transition to adulthood among high school dropouts in Canada, the United States, and Europe. In closing, key policies and practical implications are discussed.

Surprisingly little adult educational research speaks to technologically based learning strategies that support the self-directed learning facilitation of at-risk adults in a daytime high school (dropout-recovery) setting. This chapter investigates the question of whether technology is a key tool for the facilitation of self-directed learning with at-risk adults to support education stakeholders of dropout-recovery schools who seek ways to improve upon the lives of adults who could not manage the traditional high school curriculum. Current research discussing technology as a learning tool has too broad of an educational context and possesses valid and weak points. At times, the literature may be of little use to specific stakeholders in the field of adult learning. The purpose of this chapter is to appraise technological trends in adult education for the facilitation of self-directed learning among at-risk adults in high school. Moreover, the purpose of the chapter is to draw upon these trends within educational contexts to offer new practical insights into fostering best adult educational practice. This chapter examines self-directed learning in the adult high school context, reviews technology as a tool for at-risk adult self-directed learning, and appraises online learning and video gaming as technological tools for the self-directed learning of at-risk adult students in dropout-recovery schools. Ultimately, this chapter provides a new frame of reference for stakeholders who want to implement technology as a learning tool for at-risk adult populations attaining a high school diploma.