Relevant bibliographies by topics / School attendance Education Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School attendance Education Education'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "School attendance Education Education"

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Carroll, H. C. M. "School Effectiveness and School Attendance." School Effectiveness and School Improvement 3, no. 4 (January 1992): 258–71. http://dx.doi.org/10.1080/0924345920030403.

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Smith, Martin. "School attendance in Hertfordshire." Educational Research 38, no. 2 (June 1996): 226–36. http://dx.doi.org/10.1080/0013188960380209.

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Khan, Muhammad Jehangir. "School Quality and Parental Schooling Decisions for Their Children: Public and Private Schools in Rural Pakistan." Pakistan Development Review 58, no. 2 (June 1, 2019): 177–202. http://dx.doi.org/10.30541/v58i2pp.177-202.

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This study uses the Pakistan Rural Household Survey 2004-5 (PRHS), a rich set of households and school data, to examine parents’ schooling decision in rural Pakistan. Nested logit regressions are used to quantify the determinants of child school attendance. The analysis confirms that the greater the number of schools (public or private) in the local communities the higher is the attendance. Lower school attendance of boys seems to be the outcome of lower school quality more than it is for girls. A marginal increase in school quality correlates with increased school attendance in government schools more than in private schools. Nearly all school quality variables including control for number of schools in a community stand insignificant for girls. This shows that other factors might be of more importance than school quality of local schools for girl’s low attendance in rural Pakistan. Besides, parental education, especially mother’s education, and household income have strong positive impact on child school attendance. The greater the number of children in the household the lower is the child school attendance. Credit constraint seems not to be problematic as the estimated effect is statistically insignificant. The size of landholding seems to be important only in the case of girls schooling. JEL Classification: I21, I25, D13, C25 Keywords: Demand for Schooling, Public Education, Private Education, Pakistan
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Steward, Robbie J., Astin Devine Steward, Jonathan Blair, Hanik Jo, and Martin F. Hill. "School Attendance Revisited." Urban Education 43, no. 5 (September 2008): 519–36. http://dx.doi.org/10.1177/0042085907311807.

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Licht, Barbara G., Tracy Gard, and Chet Guardino. "Modifying School Attendance of Special Education High School Students." Journal of Educational Research 84, no. 6 (July 1991): 368–73. http://dx.doi.org/10.1080/00220671.1991.9941818.

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Siegel-Hawley, Genevieve. "Educational Gerrymandering? Race and Attendance Boundaries in a Demographically Changing Suburb." Harvard Educational Review 83, no. 4 (December 1, 2013): 580–612. http://dx.doi.org/10.17763/haer.83.4.k385375245677131.

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In this article, Genevieve Siegel-Hawley illuminates the challenges and opportunities posed by demographic change in suburban school systems. As expanding student populations stretch the enrollment capacities of existing schools in suburban communities, new schools are built and attendance lines are redrawn. This redistricting process can be used either to foster school diversity or to exacerbate racial isolation. Drawing on data from the U.S. Census, the National Center for Education Statistics (NCES), and the school district, along with mapping software from Geographic Information Systems (GIS), Siegel-Hawley examines the relationship between overcrowding, racial isolation, and the original, proposed, and final high school attendance zones in a changing suburban district. Findings indicate that school officials responsible for the rezoning process failed to embrace the growing diversity of the school system, choosing instead to solidify extreme patterns of racial isolation within high school attendance areas. The segregative impact of the district's new attendance zones may be subject to legal scrutiny, a consequence that could—and should—discourage other school systems from adopting similarly harmful redistricting policies.
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Roherty, Mark T., and James L. Gruber. "Emphasizing Attendance in Summer School." NASSP Bulletin 70, no. 486 (January 1986): 101–2. http://dx.doi.org/10.1177/019263658607048633.

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Garcy, Anthony M. "High Expense: Disability Severity and Charter School Attendance in Arizona." education policy analysis archives 19 (February 28, 2011): 6. http://dx.doi.org/10.14507/epaa.v19n6.2011.

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Much of the literature related to the skimming or cropping of students by charter schools has ignored special education students. This article examines the relationship between the severity of student disabilities and their likelihood of having attended an Arizona charter school in the 2002-2003 school year. After adjusting for student traits, local education agency characteristics, and the mix of available special education services, a multilevel logistic regression analysis suggests that students who had more severe and thus more expensive disabilities were less likely to attend an Arizona charter school. Findings from an ancillary set of hierarchical linear models suggested that special education students enrolled in charter schools were less expensive on average than similar traditional public-school special education students.
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White, Caroline, and John White. "Boosting Attendance in Your High School." NASSP Bulletin 81, no. 593 (December 1997): 113–15. http://dx.doi.org/10.1177/019263659708159315.

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Reid, Ken. "Managing school attendance: the professional perspective." Teacher Development 11, no. 1 (March 2007): 21–43. http://dx.doi.org/10.1080/13664530701194652.

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Dissertations / Theses on the topic "School attendance Education Education"

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Belha, Lori D. Baker Paul J. Lugg Elizabeth T. "Compulsory education and educational reform in Iowa." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819890.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 13, 2006. Dissertation Committee: Paul Baker, Elizabeth Lugg (co-chairs), Ramesh Chaudhari, Robert Hall. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.
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Kamanda, Mamusu. "School attendance at basic education in West Africa." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/366479/.

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The proportion of children entering primary school at the stipulated age in 2010 in Sub-Saharan Africa was 57%. For the same year, the net attendance ratios for primary and lower secondary education were 76% and 47% respectively. These figures are correlated in that delayed school enrolment increases the risk of dropout which in turn shortens the school life expectancy for children. These observations are the motivation behind this research. By writing this thesis, three substantive research questions have been explored: (1) what is Sierra Leone’s progress towards achieving universal basic education (2) what are the determinants of school attendance at basic education in West Africa and (3) does living in a community with more educated mothers enhance children’s school attendance at basic education. Three countries have been used: Sierra Leone, Liberia, and Ghana. Sierra Leone and Liberia have been used to reflect poor and post-conflict states with transitional and premature education systems respectively. Ghana is representative of middle income and politically stable countries with more advanced education systems in the region. The most recent Demographic and Health Survey for the three countries are used for analysis. Four empirical chapters are presented. The first chapter addresses research question 1. It applies simple statistical analyses to United Nations indicators for evaluating progress towards universal education. The second and third chapters answer the second research question and the final chapter answers the third research question. These three chapters employ multilevel statistical techniques to model the determinants of primary and junior secondary school attendance. The second empirical chapter focuses on the interaction between household and community poverty with the aim of investigating whether the attendance of poor children suffers more than affluent children by residing in a poor community. The third empirical chapter explores the determinants of junior secondary school attendance with the aim of deducing whether there are significant differences between post-conflict countries and more stable countries. The final chapter focuses on the relationship between mothers’ education and school attendance at basic education, arguing that living in a community with a high proportion of more educated mothers enhances the likelihood that a child will attend school, irrespective of the child’s background. The results from the first chapter show that the realisation of UBE is distant in Sierra Leone. There has been a decline in the number of children entering primary education; junior secondary education has however doubled although it remains low at 21%. Children from the poorest households are the most excluded from school followed by rural children and girls. The results from the second empirical chapter showed that there is a significant interaction between household and community poverty where poor children living in poor communities experience a greater depreciation in their probability of attending school than more affluent children who live in the same deprived environment in Sierra Leone. No such interaction was found in Liberia or Ghana. In the third empirical chapter, the sex of the child, agricultural livelihood within a community, household wealth and area of residence were significant in Sierra Leone and Liberia. In Ghana, sex of the household head and maternal orphanhood were significant. The hypothesis of the relationship between mothers’ community education and children’s school attendance for the final empirical chapter was confirmed.
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Wilken, Eric Conrad. "The Effects of Extrinsic Motivation on High School Attendance." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10251586.

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The Missouri School Improvement Plan’s fourth standard addresses the importance of attendance to the accreditation of school districts. Because of this standard many school districts are in need of a successful plan to increase attendance; therefore, this study was designed to determine the extrinsic motivators educators use to encourage attendance and the influence the motivators have on students. The population for this study included accredited public school districts in the west central and southwest regions of Missouri. A stratified sample consisting of 45 high schools was selected from public school districts with 400 or fewer students in grades K-12 during the 2012-2013, 2013-2014, and 2014-2015 school years. From this group, 20 high school principals agreed to participate in the study. Principals completed a survey which was designed to identify extrinsic motivators used to increase attendance rates in their respective districts. Survey results indicated nine different motivators were used among the 20 schools with a final exam exemption identified as the most frequently used and most effective motivator. Attendance data from the Annual Performance Report (APR) for each participating high school were collected. The data revealed only four of the 20 high schools recorded an increase in average daily attendance in school years 2013-2014 and 2014-2015; however, the majority of the 20 high schools’ attendance rates were higher than the average daily attendance rate of the state. When attendance rates were reviewed with the survey results, there was little or no increase in attendance rates based on the number of motivators used in the participating high schools.

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Khan, Muhammad Jehangir. "Improving school attendance by raising school quality." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/47546/.

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Using a two generational model of investment in education, this thesis shows that school quality enhancement is very highly valued by the average rural Pakistani family, and by those below the official poverty line. Corollaries are that quality enhancement will be an effective policy for boosting school attendance and that subsistence poverty is not a major reason for keeping children out of school. The empirical strategy is to demonstrate (chapter 4) that school quality variables influence perceived child cognitive achievement. Parental perceptions are critical rather than objective performance (if they diverge) because it is parents that decide whether their children should attend school. These results provide support for the finding in the following chapter (5) that some school quality variables also significantly influence school attendance. Note that the empirical focus of this study is on the more important attendance rather than the commonly discussed school enrolment. The data source, the 2004-5 Pakistan Rural Household Survey, PRHS-II, is the only one currently available for Pakistan that makes available a multitude of school quality measures. Identification in the empirical models of school attendance and cognitive achievement is achieved first by establishing and utilising a distinctive feature of the Pakistani environment; the arbitrary and random allocation of resources to state schools economy and society. The quality variable library is confirmed exogenous with the only instrument in the data set suitable on grounds of relevance (correlation with library), community population. If school resources were adjusted to school need, school attendance would not influence the staff-student ratio. But instrumenting this ratio changes its sign in the predicted fashion. For cognitive achievement, cmp (conditional (recursive) mixed process estimator) (Roodman 2009) is implemented to endogenise staff-student ratio in ordered probit models. Since we have either controlled for endogeneity or established the exogeneity of the quality measures in the attendance and cognitive achievement equations, we can be confident that the parameter estimates correctly capture the impact of school quality variables. The possibility that other variables, not instrumented in the school attendance or cognitive achievement equations, are endogenous does not bias these estimates. Nor does including a range of extra community characteristics in the school attendance and cognitive achievement equations affect the school quality parameter values estimated. School quality measures must be measured at the community/village level to capture the options for school non-attenders. This reduces the precision with which the standard errors can be estimated. Normally it is appropriate to cluster standard errors at the village level, and these results are presented. Judging by parental assessment of child performance, in rural Pakistan private schools achieve better outcomes than state schools. Despite comparatively low private school fees, the average rural household with three children is unable to afford to send their children to private schools. Simply expanding private schooling provision then is not a solution to the currently poor education available to these households. In any event such expansion is not without its problems because there are typically arbitrary political or regulatory barriers to establishing private schools. Therefore this thesis suggest that improving (perceived) state school quality may be the most effective strategy for improving human capital in rural Pakistan.
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Sage, Alexander Christian. "The influence of family and school circumstances on school attendance in elementary children." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288907.

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School records of 421 third grade students from regular classrooms in six Tucson Unified School District elementary schools were examined. Two schools were selected to represent each of three populations: middle class, working class, and desegragated populations. Nine measures were obtained: (1) gender, (2) ethnicity, (3) number of parents living with the student, (4) parents, employment status, (5) number of siblings, (6) number school transfers, (7) distance between home and school, (8) students, grade awarded by teacher, and (9) number of school absences. School absences fell into three categories, based on reasons for the absences: health, personal, and unexcused. Structural equations analysis was used to model the causal relationships between the family and school variables and school absences. Two latent variables (factors) were proposed to explain the relationships between the family variables and the school characteristics. The family factor characterized the dichotomy between socially-advantaged and disadvantaged families. Socially-advantaged families were primarily white with two employed parents. Socially-disadvantaged families were overwhelmingly minorities headed by a single parent. The school factor also characterized social circumstances: advantaged schools were middle class, white, high-achieving, high parental involvement, and no social programs. As social class decreased, the schools became increasingly minority, low-achieving, low parental involvement, and had social programs. Socially-advantaged circumstances promoted better attendance. Students from socially-advantaged homes and school had fewer health and unexcused absences as compared to disadvantaged students. Advantaged family circumstances promoted advantaged school circumstances. However, middle class homes with single incomes promoted better school involvement by the parents. Students from segregated schools and single income families had more personal absences (family trips). These families appear to take more vacations during the school year. Finally, students with numerous health absences were likely to have more personal and unexcused absences. The results of this study suggested that different avenues need to be taken to promote the attendance of students from disadvantaged families and schools.
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McDonagh, Holly Piligian. "A study of the relationship of credits with attendance in continuation education." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/324.

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Baleinakorodawa, Leronio. "Causes of truancy from mainstream education for a group of Pasifika students enrolled in alternative education." Click here to access this resource online, 2009. http://hdl.handle.net/10292/786.

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Research on the causes of truancy from mainstream education suggest that a range of factors such as poverty, ethnicity, the quality of relationship between students and teachers, and the nature of the classroom environment impact on students’ attendance in schools. The majority of the studies on truancy have been carried out with students in alternative education in the U.S.A and Australia. In New Zealand, research has focused on the truancy of Maori students. This study investigates the causes of truancy for Pasifika students in alternative education in New Zealand. Using a qualitative approach, data were collected using questionnaires and three focus group interviews. The findings from this study suggest that a number of factors affected students’ motivation to study. The behaviour of teachers and the school environment were found to affect the Pasifika students’ approach to learning. Some students had negative views of their own ability and lacked perseverance. Other students believed that a lack of parental or family support impacted negatively on their attendance. Consistent with the findings in other studies on truancy, this study found that a range of influences such as a lack of support from community leaders, students’ perceptions of their performance, the nature of the classroom environment, family structure, lifestyle factors and cultural and church activities contributed to Pasifika students’ truanting behaviour. This study suggests that schools that employ teachers who understand and empathize with the cultural aspects of Pasifika students and who can empathize with their situation will be most effective in preventing truancy among these students. Similarly, schools have dedicated programmes that accommodate the academic requirements of Pasifika students foster a more positive learning environment. Finally, schools should look to put in place initiatives to enable Pasifika parents to become effective partners in their children’s education.
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Hodder, Catherine. "Demography of nineteenth century New Zealand education gender and regional differences in school retention /." The University of Waikato, 2006. http://hdl.handle.net/10289/2226.

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Abstract This thesis examines the progress of pupils through New Zealand schools in the last two decades of the nineteenth century and the first decade of the twentieth century. The purpose of this study was to apply demographic techniques to primary historical education data to enable the progress of pupils to be quantified and to allow comparisons to be made among different Education Districts and longitudinally over a period of some three decades. The present work applies demographic methods using cohort and period analyses to overcome difficulties in direct comparisons of historical education data because of differences in population structure and differing examination pass rates in various Education Districts. This approach allows the determination of retention rates of pupils both by age and by level from Standard 4 to Standard 6 using primary data from the nineteenth century. In addition, gender differences in retention by age are analysed from the 1880s to the end of the first decade of the twentieth century. Previous published work considered school attendance only in general terms and usually on a national basis, but generally without analysing specific educational data on gender differences. Studies prior to the present work have suggested that in the nineteenth century Education Districts differed in school enrolments (Hodder, 1996) and it is thus likely that there were differences in school retention of pupils between various Education Districts. Pilot research to the present work developed demographic methods for studying retention of pupil populations allowing for changes in the number and structure of the pupils populations over time (Hodder, 2005). These pilot methods are applied in the present research to study pupil retention in all thirteen Education Districts over the approximately 30 years from the 1880s. In addition to age and level cohorts, gender differences are analysed. Direct comparisons among all Education Districts and over time are now possible. This study has used a novel approach to the analysis of historical education data. The results enable comparisons to be made among all thirteen Education Districts and across several decades; such comparisons have not previously been possible and will facilitate future research on the possible factors affecting pupil retention particularly in relation to employment opportunities for school leavers and differences according to gender. __________ Hodder, C. (1996). Cambridge District High School and its community, 1880 - 1888. Unpublished Master of Arts thesis, Department of Education Studies, University of Waikato, Hamilton, New Zealand. Hodder, C. (2005). Old data, new methods: the use of demographic methods to study historical education data. Unpublished Directed Study, Department of Societies and Cultures, University of Waikato, Hamilton, New Zealand.
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Sutherlin, Lindsay. "A Mixed-Methods Investigation of an Attendance Program in a Missouri School District." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10268200.

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In pursuance of analyzing attendance at Midwest High School (a pseudonym), the researcher examined the attendance program’s effect on the junior class. The goal of the researched attendance program was to find what worked in the program, what needed to be changed, and how effective was the program. In order to evaluate the program, the researcher used a software system, Pulse, to collect all quantitative data. The data system gave all numerical information covering attendance from the 2015–2016 school year. Qualitative data was used to analyze the students’ reactions and responses to the then-current attendance program. Students who were juniors in the 2015–2016 school year were asked to take a voluntary survey about the attendance program. This data was coded and used to make recommendations regarding changes to be made and essentials already within the program. A focus group was also held and led by a student at Midwest High School. The focus group’s answers were used to elaborate upon the program’s faults and positives. The researcher analyzed both the quantitative and qualitative data and compared answers of the students to find out what were the most popular and least popular aspects of the attendance program, along with how the students perceived the program. Additionally, the rate of attendance was measured and analyzed to validate if the program was working by examining the percentage of students attending school. The data showed the program as working, and many of the students in the survey and focus group liked pieces of the program. Overall, a theme emerged that the program worked, but changes needed to be made. The researcher suggests that incentives be added to the program and contact with parents shift from weekly to a modified grouping of students who are in need of reminders and on a bi-weekly basis.

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Arnett, Michael C. "The relationship between average daily attendance, school policies and procedures and principals' emphasis on attendance issues in selected Florida secondary schools." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4674.

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Much of the historical research that has taken place over the past 50 years regarding student absenteeism has focused on influences on students over which the principal had very little control such as student demographics, family characteristics and the student personal or psychological factors. Researchers have begun analyzing school climate and its effect on student attendance from the perspectives of students and teachers. School climate is the one aspect that influences a student attendance patterns and can be modified by the principal. This study sought to identify if there was a relationship between the high school principals' perspective on student absenteeism and the percentage of average daily attendance of the school. Much of the emphasis placed on improving attendance has been examined at the school level. This study, though focused on student absenteeism from the principal's perspective, was also approached in regard to actions within the school's control. It may well be, that districts need to take a stronger leadership role with respect to attendance. Providing more information to principals could contribute initially to improving principals' desire to be proactive in regard to attendance. District officials should examine carefully the support they provide that will result in proactive policies in the schools. It would seem appropriate that district level and building level policies would be examined by district and building leaders with a goal of establishing policies that not only support building leaders but also support individual teachers and encourage them to be proactive in their approach to attendance for every student in the class room.
ID: 029050036; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 130-135).
Ed.D.
Doctorate
School of Teaching, Learning, and Leadership
Education
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Books on the topic "School attendance Education Education"

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Managing school attendance. Melbourne: Govt. Printer, 2004.

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Ofsted. Access, achievement and attendance in secondary schools. [London]: Ofsted, 1995.

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Sharma, Suresh. Literacy and school attendance in India. Delhi: Institute of Economic Growth, 2009.

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Sharma, Suresh. Literacy and school attendance in India. Delhi: Institute of Economic Growth, 2009.

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Sharma, Suresh. Literacy and school attendance in India. Delhi: Institute of Economic Growth, 2009.

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National Council of Educational Research and Training (India). School education in Maharashtra: Status, issues, and future perspectives. New Delhi: National Council of Educational Research and Training, 2004.

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Truancy: Short and long-term solutions. London: Routledge, 2002.

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Kutnick, Peter. Preschool attendance and primary school performance in Trinidad: A focused, cross-sectional study. St. Augustine, Trinidad & Tobago: Faculty of Education, University of the West Indies, 1992.

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Acevedo, Gladys Lopez. School attendance and child labor in Ecuador. Washington, D.C: Economic Policy Sector Unit, Latin America and the Caribbean Region, World Bank, 2002.

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Fine, Kerry Kinney. Participation of new high school graduates in higher education. St. Paul, MN (600 State Office Bldg., St. Paul 55155): Research Dept., Minnesota House of Representatives, 1998.

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Book chapters on the topic "School attendance Education Education"

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Stephens, W. B. "School Attendance and Literacy: 1750 to the Later Nineteenth Century." In Education in Britain, 1750–1914, 21–39. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-27231-0_2.

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Koopmans, Matthijs. "Investigating the Long Memory Process in Daily High School Attendance Data." In Complex Dynamical Systems in Education, 299–321. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27577-2_14.

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Parker, Caroline E. "Measuring Inequities in Secondary School Attendance: The Probability of Attending Secondary School for Primary School Graduates in Nicaragua." In Education and Social Inequality in the Global Culture, 17–39. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6927-7_2.

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LeVine, Sarah. "Getting in, Dropping out, and Staying on: Determinants of Girls’ School Attendance in Nepal." In The Impact of Education in South Asia, 11–36. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96607-6_2.

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Lilla, Nanine, and Marianne Schüpbach. "How Attendance of All-Day Schools in Germany Relates to Second Grade Foreign Language Students’ Reading Achievement in German in Primary School." In Extended Education from an International Comparative Point of View, 71–82. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27172-5_6.

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Gerber, Noëmi, and Roy Huijsmans. "From Access to Post-access Concerns: Rethinking Inclusion in Education Through Children’s Everyday School Attendance in Rural Malaysia." In Children’s Well-Being: Indicators and Research, 203–21. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31111-1_13.

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Burridge, Nina, and Christine Evans. "Carmine School." In Indigenous Education, 77–86. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-888-9_7.

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Strickley, Alan. "Attendance Records, Educational Management." In Encyclopedia of Education and Information Technologies, 1–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_117-1.

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Strickley, Alan. "Attendance Records, Educational Management." In Encyclopedia of Education and Information Technologies, 195–202. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_117.

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Tones, Keith, Sylvia Tilford, and Yvonne Keeley Robinson. "School Health Education." In Health Education, 83–117. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3230-3_4.

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Conference papers on the topic "School attendance Education Education"

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Bartošová, Iva Košek. "A Start Of School Attendance From The Future Teachers´ Perspective." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.36.

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Vanková, Katarína. "Language Maturity In Roma Children In The First Year Of School Attendance." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.78.

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Moldabayev, D., J. A. Menicucci, S. Al-Zubaidy, and N. Abdulaziz. "Attendance, performance and culture Experience of the School of Engineering, Nazarbayev University - An update." In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530079.

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Louw, Jaysveree M. "CHALLENGES WITH THE IMPLEMENTATION OF THE ADMISSION POLICY FOR GRADES R AND 1 IN THE MOTHEO DISTRICT IN THE FREE STATE PROVINCE OF SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end082.

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At the beginning of every year thousands of learners report for Grade R and Grade 1 across schools in South Africa. Unfortunately, many learners are refused admission to these grades when parents apply. The national policy that guides and governs admission of learners to public schools is the South African Schools Act (SASA) 84 of 1996. This policy stipulates that the admission age of a learner to a public or independent school for Grade R is age four, turning five by 30 June in the year of admission. For a learner to be admitted to Grade 1, the learner has to be five, turning six by 30 June in the year of admission (SASA 1996 Section 5a-6; Ramadiro and Vally 2005:1). But SASA (1996: Section 3(1) also states that attendance is compulsory in the year in which a learner turns seven. According to the National Education Policy Act (NEPA) 27 of 1996 and SASA (1996: Section 5) the Admission Policy of a public school is determined by the School Governing Body (SGB). However, according to the findings of the research there is no uniformity and consistency in schools as far as admission to Grades R and 1 is concerned. In addition, the study reveals that many parents are unaware of the age requirements for Grades R and 1. Although SASA does stipulate the admission age to Grade R and Grade 1, it also states that schools, in the form of the SGB, can determine their own Admission Policy. Hence some schools admit learners according to SASA, while others ignore the requirements stipulated in SASA and determine their own Admission Policies. The study aims to determine what the challenges are with the implementation of the policy. A qualitative research method in the form of interviews was conducted to collect data from teachers, parents, SGBs, school principals and departmental officials. Based on the findings recommendations were made, one of which is that there should be uniformity amongst schools as far as policy implementation is concerned. The theoretical framework that guides this study is document phenomenology.
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Rosinský, Rastislav, Katarína Vanková, and Miroslava Čerešníková. "LANGUAGE COMPETENCE IN MOTHER TONGUE IN SLOVAK AND ROMA PUPILS IN FIRST YEAR OF SCHOOL ATTENDANCE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1277.

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Kovac, Velibor Bobo, Anne Karin Vikstøl Olsen, and Kristin Spieler. "Prediction of college grades in the sample of Norwegian students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5229.

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College grades represent summative assessments that are traditionally used to evaluate the levels of student learning. In the present study we examine the relative impact of individual variables and learning environment (LE) on student grades. The individual variables included in the present study are: school attendance, student learning efficacy, and behavioural intentions. The LE variables are: perceived justice, social identification, learning context, and organizational citizenship behaviour. Participants comprised 201 students enrolled in a mid-size university in Norway. The individual predictors explained 30% of the variance in actual grades, with self-efficacy beliefs (β = .16, p < .05), non-mandatory school attendance (β = .25, p < .01), intentions to get a specific grade (β = .23, p < .01), and intentions to quit studying (β = .19, p < .01) as significant predictors. The LE variables explained zero % (0%) of the variance in actual grades. None of the included LE variables emerged as significant in the final step of the regression analysis. The central point in the discussion is dedicated to the somewhat surprising finding that none of the LE variables contributed to explained variance in actual grades. The implications and limitations of the present work would also be discussed.
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Moody, Janette. "Public Perceptions of Biometric Devices:The Effect of Misinformation on Acceptance and Use." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2743.

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Organizations are introducing biometric devices into various sections of the economy for various reasons. What began as a security feature for a limited number of government organizations has been adapted to such diverse uses as paying for school children’s lunches to tracking employees’ work attendance. From an organizational perspective, justifications for use of biometric devices are plentiful. However, the public’s perception of these devices may be quite different. These perceptions in turn will influence public willingness to accept and use biometric devices. Although employee use of biometric devices can be mandated, a more productive alternative might be to understand their perceptions and address those specifically through education and information. This paper describes common types of biometrics, reviews their current use in organizations, presents findings of a recent survey of public perceptions to determine the areas requiring the most education, and concludes with suggestions for providing this education.
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Rosinský, Rastislav, Miroslava Čerešníková, and Katarína Vanková. "SOCIAL EXCLUSION AND LINGUISTIC COMPETENCE OF PUPILS IN THE FIRST YEAR OF SCHOOL ATTENDANCE." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0706.

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Alves, Ediane, and Paulo Prado. "DOMESTIC VIOLENCE AGAINST WOMEN AND ITS IMPACT ON CHILDREN'S SCHOOL PERFORMANCE." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact030.

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"This research addressed the issue of domestic violence investigating whether and how it affects the school performance of the child who witnesses episodes of violence against the mother in the home. Personal characteristics and other environments in which these children and adolescents are inserted in, such as family, school and community interact with each other and can influence their school performance. Because the school is the second most common space for children, it is in it where family environment is expressed. The main objective of this study was to analyze whether and how domestic violence experienced by children affects their school performance. The data were collected throughout documentary research, one analyzing the information recorded in the files of the Reference and Service Center for Women (CRAM in Portuguese) and the Municipal Education Secretariat (SME). Records were selected from 20 children regularly enrolled in elementary public schools, whose mothers sought the services of CRAM. The dependent variable was school grades, which were analyzed according to a repeated measures design: during the occurrence of domestic violence episodes and after these episodes have ceased. Analyzes were also conducted with the aim of verifying possible effects of other variables, such as school attendance, family socioeconomic status and mothers education level. The results showed that the students had lower school performance after the end of the episodes of violence. No effects of other variables were observed. Factors related to the phenomenon are discussed as possible causes: separation from the father, change of address, custody’s change and others. Considering that the casuistry of this study was composed of students from low-income families, the results point to a kind of ""Matthew effect"", that is, a relationship between violence, poverty and ignorance in which everyone feeds each other forming a cycle quite hard to break. Therefore, it is necessary that public policies be formulated in the scope of education so that students who experience domestic violence receive specialized attention aiming at realizing their learning potential."
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Kovářová, Renata, and Katerina Valcharova. "COMPARISON OF PREPARATION OF CHILDREN FOR THE SCHOOL ATTENDANCE IN THE CZECH REPUBLIC AND DENMARK DURING THE COVID-19 PANDEMIC." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1470.

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Reports on the topic "School attendance Education Education"

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Berlinski, Samuel, Matías Busso, Taryn Dinkelman, and Claudia Martínez A. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003257.

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We conducted an experiment in low-income schools in Chile to test the effects and behavioral changes triggered by a program that sends attendance, grade, and classroom behavior information to parents via weekly and monthly text messages. Our 18-month intervention raised average math GPA by 0.09 of a standard deviation and increased the share of students satisfying attendance requirements for grade promotion by 4.5 percentage points. Treatment effects were larger for students at higher risk of later grade retention and dropout. Leveraging existing school inputs for a light-touch, cost-effective, and scalable information intervention can improve education outcomes in lower-income settings.
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Basham, Jennifer. The Effects of an Overnight Environmental Science Education Program on Students' Attendance Rate Change for Middle School Years. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2726.

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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Caffo, Olenka, W. Joshua Earl, Lauren Luscuskie, and Ariana Trautmann. Use of Video Education to Gain Attendance at Diabetes Prevention Courses. Florida State University College of Medicine, April 2019. http://dx.doi.org/10.17125/1561992648.

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Frisancho, Verónica. The Effects of School Based Financial Education. Inter-American Development Bank, February 2019. http://dx.doi.org/10.18235/0001578.

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Bettinger, Eric, Michael Kremer, Maurice Kugler, Carlos Medina, Christian Posso, and Juan Saavedra. School Vouchers, Labor Markets and Vocational Education. Banco de la República de Colombia, August 2019. http://dx.doi.org/10.32468/be.1087.

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Carneiro, Pedro, Oswald Koussihouèdé, Nathalie Lahire, Costas Meghir, and Corina Mommaerts. Decentralizing Education Resources: School Grants in Senegal. Cambridge, MA: National Bureau of Economic Research, April 2015. http://dx.doi.org/10.3386/w21063.

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Lahire, Nathalie, Corina Mommaerts, Costas Meghir, Oswald Koussihouèdé, and Pedro Carneiro. Decentralizing education resources: school grants in Senegal. Institute for Fiscal Studies, March 2015. http://dx.doi.org/10.1920/wp.cem.2015.1515.

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Glewwe, Paul, and Karthik Muralidharan. Improving School Education Outcomes in Developing Countries. Research on Improving Systems of Education (RISE), October 2015. http://dx.doi.org/10.35489/bsg-rise-wp_2015/001.

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Chatterji, Aaron, Joowon Kim, and Ryan McDevitt. School Spirit: Legislator School Ties and State Funding for Higher Education. Cambridge, MA: National Bureau of Economic Research, July 2018. http://dx.doi.org/10.3386/w24818.

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