Relevant bibliographies by topics / Indigenous student retention and attendance

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books

Academic literature on the topic 'Indigenous student retention and attendance'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Indigenous student retention and attendance.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Indigenous student retention and attendance"

1

Briggs, Allan. "Links Between Senior High School Indigenous Attendance, Retention and Engagement: Observations at Two Urban High Schools." Australian Journal of Indigenous Education 46, no. 1 (June 10, 2016): 34–43. http://dx.doi.org/10.1017/jie.2016.14.

Full text
Abstract:
This paper aims to provide some insight into the links between attendance, retention and engagement of Indigenous senior students in an urban environment. A study of 58 students from two urban high schools during the period 2009–14 was undertaken. The study used data from a variety of school records, as well as informal interviews with students. It is argued that while the broader comprehensive statistical studies are useful there is a need to have some more, in depth, localised studies in urban schools. Results of the study support the link between absences and student disengagement. There was a clear positive link between retention to Year 12 and superior attendance. In many individual instances, the links between attendance, retention and engagement were complex. There was also a need to place emphasis on alternative paths for some of the disengaged group rather than just trying to improve attendance. These paths included employment opportunities, Technical and Further Education (TAFE) and post school traineeships or apprenticeships. This paper points to the need for further longitudinal studies in urban high schools to study the long-term life outcomes for Indigenous students.
APA, Harvard, Vancouver, ISO, and other styles
2

Osborne, Sam. "Learning Versus Education: Rethinking Learning in Anangu Schools." Australian Journal of Indigenous Education 42, no. 2 (December 2013): 171–81. http://dx.doi.org/10.1017/jie.2013.24.

Full text
Abstract:
In the remote schooling context, much recent media attention has been directed to issues of poor attendance, low attainment rates of minimal benchmarks in literacy and numeracy, poor retention and the virtual absence of transitions from school to work. The Australian government's recent ‘Gonski review’ (Review of Funding for Schooling – Final Report 2011) also strongly advocates the need to increase investment and effort into remote education across Australia in order to address the concerns of under-achievement, particularly of Indigenous students. Large-scale policies designed to improve access to services have caused a significant increase in services delivered from external sources, policy development at all levels of government, and tight accountability measures that affect remote communities and in turn, schools in various ways. Remote educators find themselves caught in the middle of this systemic discourse and the voices and values that exist in the remote communities where they live. Within this complex environment, the purpose of this article is to amplify Indigenous community voices and values in the discourse and by doing so, challenge ourselves as educators and educational leaders to examine the question: ‘While we're busy delivering education, is anybody learning anything?’ This article focuses on the Anangu (Pitjantjatjara/Yankunytjatjara) context of the North-West of South Australia, southern regions of the Northern Territory and into Western Australia. This region is referred to as the ‘tri-state’ region. Using a qualitative methodology, this article examines three Pitjantjatjara language oral narrative transcripts where Anangu reflect on their experiences of growing up and learning. By privileging these Anangu voices in the dialogue about learning in the remote Aboriginal community context, key themes are identified and analysed, highlighting important considerations for remote educators in understanding the values and cultural elements that inform Anangu students in their engagement with a formal education context.
APA, Harvard, Vancouver, ISO, and other styles
3

Dyk, Chad Van, and W. James Weese. "The Undeniable Role That Campus Recreation Programs Can Play in Increasing Indigenous Student Engagement and Retention." Recreational Sports Journal 43, no. 2 (October 2019): 126–36. http://dx.doi.org/10.1177/1558866119885191.

Full text
Abstract:
Leaders at Canadian universities seek to attract and graduate more Indigenous students as part of their institutions’ strategic plans. Admissions and student retention data suggest that while progress is being made, a gap remains between Indigenous and non-Indigenous students and especially in the student retention area. Research has proven that student engagement plays a large role in facilitating academic progression and student retention in our institutions of higher learning. Throughout time, many students point to their experience as campus recreation program participants and/or leaders as their most important source of engagement. Some have suggested that campus recreation programs could play a larger and more effective role in engaging Indigenous students and heightening their retention rates. In this conceptual article, the authors analyze the student engagement and retention literature bases relative to Indigenous students. They also highlight the role that campus recreation programs can play in heightening Indigenous student engagement and retention and offer professionals 12 recommendations to help advance this strategic priority.
APA, Harvard, Vancouver, ISO, and other styles
4

Talar, Yulianti, and Jimmy Gozaly. "Student retention in Indonesian private university." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 486. http://dx.doi.org/10.11591/ijere.v9i3.20582.

Full text
Abstract:
Private universities require more effort to retain student students so that these students can complete their studies and then work in the community. Through this research, input will be given to the study program regarding the improvement that must be made so that the private university can compete with the public university and educate the nation's children. Data collection was obtained through questionnaires and observations to 209 students. Data processed by Discriminant Analysis, Crosstabulations, and Correlations Analysis dan statistical descriptive methods. Independent variables that significantly affect student retention are satisfaction with the closeness of social relationships with fellow students, student confidence to graduate on time, student confidence to get a good career after graduation, and college attendance. Study program still has to work hard to make improvements to increase satisfaction and students' engagement level.
APA, Harvard, Vancouver, ISO, and other styles
5

Bowen, Eleri, Trevor Price, Steve Lloyd, and Steve Thomas. "Improving the quantity and quality of attendance data to enhance student retention." Journal of Further and Higher Education 29, no. 4 (November 2005): 375–85. http://dx.doi.org/10.1080/03098770500353714.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Oliver, Rhonda, Ellen Grote, Judith Rochecouste, and Tomzarni Dann. "Indigenous Student Perspectives on Support and Impediments at University." Australian Journal of Indigenous Education 45, no. 1 (September 23, 2015): 23–35. http://dx.doi.org/10.1017/jie.2015.16.

Full text
Abstract:
Aboriginal Australians are entering university in greater numbers than in past decades, yet many struggle to complete their degrees. This paper reports on the qualitative component of a research project aimed at enhancing understandings about this issue by investigating student perspectives about those structures that facilitate or impede their retention. Interview and survey data were gathered from 57 participants at one university and analysed for emerging themes. The findings demonstrate a diverse Indigenous student population in terms of age; comprised personal, professional and university networks; institutional services and resources; and the students’ personal qualities and study practices. Factors perceived to obstruct retention included: a lack of support from some teaching staff, schools and faculties; financial insecurity; and often interrelated issues surrounding university workload, jobs, health, as well as family and community responsibilities. These findings are discussed in the light of relevant literature and recommendations.
APA, Harvard, Vancouver, ISO, and other styles
7

Lopez, J. Derek, and Jennifer M. Horn. "Grit and Retention Among First Year Hispanic College Students at a Hispanic Serving Institution." Hispanic Journal of Behavioral Sciences 42, no. 2 (March 1, 2020): 264–70. http://dx.doi.org/10.1177/0739986320910153.

Full text
Abstract:
Hispanic college students attending a Hispanic Serving Institution (HSI) in the southwest United States were administered the short grit survey during new student orientation for 2 consecutive years ( N = 496) to ascertain the association with grit scores and retention after the first year of university attendance. Results indicate that there was a gender difference in grit scores and retention. Few grit survey items were associated with retention, thus suggesting that the grit survey may not be an appropriate predictor of retention for first-generation Hispanic college students.
APA, Harvard, Vancouver, ISO, and other styles
8

Benson, Caroline E., Jodi Feinberg, Amani Abdallah, and Terri Lipman. "Community champions: A mixed methods study on volunteer recruitment and retention in community engagement." Journal of Nursing Education and Practice 10, no. 6 (March 3, 2020): 19. http://dx.doi.org/10.5430/jnep.v10n6p19.

Full text
Abstract:
Community engagement is an effective method of preparing nursing students to be influential providers for diverse patient populations. Over the course of the 2016-2017 academic year, volunteer attendance was recorded and a qualitative survey was distributed to evaluate attendance rates and retention of Community Champion volunteers, and to determine factors that contributed to the success and sustainability of the program. There was an 83% attendance rate overall at the community-based initiatives, with the highest attendance rate of 98% amongst initiative leaders. The following themes emerged from the qualitative surveys assessing retention: 1) Self motivation and enthusiasm among community members 2) diverse and interdisciplinary interactions 3) communication and organization and 4) student commitment barriers. Students with the greatest amount of experience with community engagement assumed more responsibility and dedicated the most amount of time to the program. The consistent commitment of volunteers to Community Champions has positively impacted the students’ academic careers and the sustainability of the community partnership. In order to optimize community programming, volunteer reliability, consistency and commitment are necessary.
APA, Harvard, Vancouver, ISO, and other styles
9

Krieb, Dennis. "Assessing the Impact of Reference Assistance and Library Instruction on Retention and Grades Using Student Tracking Technology." Evidence Based Library and Information Practice 13, no. 2 (June 5, 2018): 2–12. http://dx.doi.org/10.18438/eblip29402.

Full text
Abstract:
Abstract Objective – To assess the impact of community college academic librarians upon student retention and grades through reference desk visits and attendance in library instruction classes. Methods – Student ID data used for this research was collected from students that visited the reference desk to consult about a course-related question or attended a library instruction class for a specific course. After consenting to share their student ID number, the students’ IDs were scanned and uploaded to a Blackboard Analytics data warehouse. A Pyramid Analytics reporting tool was used to query and extract student-level retention and grade data based upon whether the student had visited the reference desk or attended a library instruction class. Chi-square and Fisher’s exact tests were used to discern any statistical difference in retention rates and grades between students that engaged a librarian through reference or instruction and the general student population. Results – When comparing fall-to-fall retention for all degree-seeking students, students that visited the reference desk or attended a library instruction class had a statistically higher rate of retention. When comparing fall-to-fall retention within low-retention student cohorts, students that visited the reference desk or attended a library instruction class had higher rates of retention among all low-retention cohorts. Eight of 10 cohorts were statistically higher for library instruction and 6 of 10 cohorts were statistically higher for reference visits. With respect to course grades, only 1 of 5 high enrollment courses showed a higher grade average for students that attended a library instruction class. None of the differences in average grades between students that attended a library instruction class and all students in the five courses were statistically significant. For the impact of a reference visit upon a course grade, all five courses showed a higher average grade average for students that visited the reference desk for a question related to their course than all students in the course. Four of the 5 differences were statistically significant. Conclusions – The data collected by systematically tracking students that interact with community college librarians suggests that reference desk visits and attendance of library instruction classes both have a positive, statistically significant impact upon student retention. When looking at course grades, the data does not indicate a statistically significant positive or negative impact for library instruction. The impact of visiting the reference desk upon course grades does suggest a strong, statistically significant positive correlation.
APA, Harvard, Vancouver, ISO, and other styles
10

Barney, Katelyn. "Community gets you through: Success factors contributing to the retention of Aboriginal and Torres Strait Islander Higher Degree by Research (HDR) students." Student Success 9, no. 4 (November 30, 2018): 13–23. http://dx.doi.org/10.5204/ssj.v9i4.654.

Full text
Abstract:
This paper explores success factors contributing to the retention of Aboriginal and Torres Strait Islander Higher Degree by Research (HDR) students identified through a National Teaching Fellowship. Interviews with Indigenous HDR graduates are analysed to explore inhibiting and success factors to completing an HDR. While the fellowship focused mostly on building successful pathways from undergraduate study into HDRs, interviewees also discussed success factors for completing an HDR. In order to address Indigenous student retention and success in higher education, finding out what contributes to successful HDR completions for Indigenous students across diverse disciplines is critical.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Indigenous student retention and attendance"

1

Muhuro, Patricia. "Implementation of student retention programmes by two South African universities: towards a comprehensive student retention model." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1016085.

Full text
Abstract:
Using Tinto‟s (1993) interactionalist theory of student retention and Beatty Guenter‟s (1994) students retention strategy as guiding lenses, this study investigated the implementation of five student retention programmes in two universities in South Africa. Specifically the study sought to interrogate a) the mechanisms used to select students and peer facilitators who participate in each of the programmes, b) the delivery strategies that are in place and c) the programme monitoring and/or evaluation mechanisms in place to ensure that programme goals are achieved. The study adopted a concurrent mixed design embedded in the post positivist paradigm. The study revealed minimal student participation in all programmes, including those that were compulsory, owing to inconsistent enforcement of policies, stigmatisation, and poor perceptions about these programmes. In addition, the study found challenges in selection, support and monitoring of peer facilitators in almost all the programmes. This was linked to limited qualified staff, high dependence on borrowed delivery models and poor co-ordination among stakeholders. The study through a proposed Comprehensive Model for Student Retention, suggested collaborated and intensive and ongoing training of all facilitators in functional literacies, basic counselling and handling diversity, as well as co-ordinated selection and monitoring of the five programmes.
APA, Harvard, Vancouver, ISO, and other styles
2

Schloegel, Levenia C. "Student retention for the School of Professional Studies at Regis University." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/lschloegel2006.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Houser, Barbara. "Increasing student retention at B.B.C. a study of the causes of attrition /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Just, Helen DuPre. "Freshman adjustment and retention : combining traditional risk factors with psychological variables /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Waggoner, David Carl. "An analysis of organizational rhetoric and the ideology of caring in student retention policy at four Oregon higher education institutions /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055719.

Full text
Abstract:
Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 147-162). Also available for download via the World Wide Web; free to University of Oregon users.
APA, Harvard, Vancouver, ISO, and other styles
6

Snyder, Paula Jovon. "A comprehensive model of black student retention for predominantly white universities: Addressing the problem." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/645.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Young, Clara Y. Morris Jeanne B. Tillman Jerome. "The efficacy of a retention program perceptions of African-American preservice teachers /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510435.

Full text
Abstract:
Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 3, 2006. Dissertation Committee: Jeanne Morris, Jerome Tillman (co-chairs), John Goeldi, Barbara Heyl, Patricia Klass. Includes bibliographical references (leaves 129-134) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
8

McFarlane, Brett Leland. "Academic Advising Structures that Support First-year Student Success and Retention." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594951.

Full text
Abstract:

Academic advising has been touted as a key to student success and retention. Today's academic advising delivery models vary considerably and little is known about the efficiency and effectiveness of these models. The purpose of this study was to determine if there is a relationship between how academic advising is delivered to first-year students at a four-year public, high research activity university located on the west coast and the students' satisfaction with advising, advising learning outcomes, and retention. In the study, responses of 628 first-year students to a survey which asked them about their attitudes toward and experiences with academic advising were examined. Results indicated statistically significant relationships between student satisfaction ratings and advising learning outcomes and how advising is delivered, specifically, who advises students, where students are advised, how frequently students are required to see an advisor, how frequently students choose to see an advisor, and how "mandatory" advising is implemented. Furthermore results showed that student retention was related to who advises students and how "mandatory" advising is implemented with peer-led advising processes showing higher student attrition rates than other processes. The overall advising delivery variable effect size was small. Implications for practice and suggestions for future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles
9

Walsh, Michael Edward. "The Retention Puzzle Reconsidered| Second Year Student Attitudes and Experiences with Advising." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594993.

Full text
Abstract:

College student retention has been described as a puzzle because retention rates have stagnated, and in some cases declined, despite over seventy years of research into the problem. The magnitude of the problem is that 50 percent of college students will leave their institution before obtaining a degree (Braxton, Hirschy, & McClendon, 2011). In an effort to improve retention rates, colleges and universities have concentrated their attention on first year students. But this concentrated strategy may have simply transferred the retention problem into the second year where retention rates for many schools are as low as first year rates (Amaury, Barlow, & Crisp, 2005). While advising practices have been identified as one of the three top contributors to increasing retention, major gaps exist about the role academic advising might play in the retention of second year students.

The present correlational study was undertaken to fill gaps in the mostly conceptual second year literature base which implies second year students differ from first year and upper division students. Advising formed the focus of the study because advising has been identified as one of the most important methods for putting students into a mentoring relationship with college staff and faculty, a practice with strong ties to retention (Habley &McClanahan;, 2004; Kuh, 2008). Six research questions were posed in the study which asked whether second year students differed from first year and upper division students and whether retained second year students differed from not retained second year students in their attitudes toward and experiences with advising.

Using simultaneous and logistic regression models, and controlling for confounding variables, statistically significant differences were found between second year students and their first year and upper division peers as well as between retained second year students and not retained second year students.

The findings of difference between second year and other students provide the growing second year retention literature with an empirical basis to support previously held assumptions about difference between class years which had also formed the basis for presumptions about practice for second year success and retention. Many of the findings in this study also support present retention and second year research and prescriptions for practice provided by that research.

APA, Harvard, Vancouver, ISO, and other styles
10

Normandin, Denis G. "The effects of study skills assessment and short-term intervention on student attrition and retention at the two-year college level." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897475.

Full text
Abstract:
The aim of this study was to investigate study skills and its relationship to student attrition and retention. The participants for this research were comprised of students recruited from a small technical college located In Central Maine. All participants were first year, full-time students who were beginning their studies at the college. This study was initiated during the Incoming students' orientation program prior to the commencement of classes, and their progress was monitored for up to two academic years.The primary assessment instrument was the Learnlnq And Study Strategies Inventory (Weinstein et al., 1987). The Learning And Study Strategies Inventory (LASSI) aids the student in becoming aware of their strengths and weaknesses in areas that have been causally related to success in higher education. It is a standardized measure of reading comprehension; a measure of self-concept and self-esteem; as well as a supplementary measure examining various aspects of cognition, anxiety and motivation.Initially, the students' learning and study -strategies were assessed utilizing the LASSI. Each student In the experimental group was then Individually provided with detailed feedback of the assessment results during their first semester. When appropriate, a personalized plan for needed support services or remediation was developed and strongly encouraged. The students In the waiting list control group received their assessment results later In the academic year and did not have the individual sessions.It was hypothesized that the study skills assessment, feedback process, and short-term intrusively delivered intervention would result in increases in students' cumulative grade point average, graduation, and retention, while producing a corresponding decrease in attrition.The data generated from this study suggests that the relationship among the previously mentioned factors are essentially unrelated to students' cumulative grade point average as well as graduation, retention, and attrition.Possible confounding variables are discussed. This discussion centers around a few methodological difficulties as well as an analysis of the unique Interaction of the student and Institutional factors which may have effected the study.
Department of Counseling Psychology and Guidance Services
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Indigenous student retention and attendance"

1

Seidman, Alan. College student retention: Formula for student success. 2nd ed. Lanham: Rowman & Littlefield Publishers, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Human Sciences Research Council. Education, Science and Skills Development Research Programme, ed. Student retention & graduate destination: Higher education & labour market access & success. Cape Town , South Africa: HSRC Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Education, Ontario Ministry of. Ontario secondary school program innovations and student retention rates: 1920s-1970s. Toronto: Ontario Ministry of Education, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Human Sciences Research Council. Education, Science and Skills Development Research Programme., ed. Postgraduate student retention and success: A South African case study. Cape Town: HSRC Press, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

N, Wright E. The retention and credit accumulation of students in secondary school: A follow-up from the 1980 grade nine student survey. Toronto: Board of Education for the City of Toronto, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bangura, Abdul Karim. The limitations of survey research methods in assessing the problem of minority student retention in higher education. San Francisco: Mellen Research University Press, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

New England Board of Higher Education. Task Force on Black and Hispanic Student Enrollment and Retention in New England. Equity and pluralism: Full participation of blacks and hispanics in New England higher education : the report of the Task Force on Black and Hispanic Student Enrollment and Retention in New England. Boston, Mass: The Task Force, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Stamp, Robert M. Ontario secondary school program innovations and student retention rates, 1920s-1970s: A report to the Ontario study of the relevance of education and the issue of dropouts. Ontario: Ministry of Education, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Senecal, Beth A. The relationship between participation in the Access Program and the academic achievement and retention of minority and non-minority first-year undergraduates. Bellingham, Wash: Office of Institutional Assessment and Testing, Western Washington University, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Increasing student retention. San Francisco: Jossey-Bass Publishers, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources
You might also be interested in the extended bibliographies on the topic 'Indigenous student retention and attendance' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography