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1
Maulik, Manas Kumar. "Adolescence and school failure : a comparison of school dropout in India and France." Thesis, Nice, 2015. http://www.theses.fr/2015NICE2016/document.
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Le décrochage scolaire affecte non seulement l’avenir économique et le statut social de l’individu, mais représente aussi un grave handicap pour sa famille, ses enfants et son pays. Dans cette étude nous comparons le décrochage scolaire en Inde et en France, deux pays très différents, mais concernés par le décrochage scolaire, à des degrés divers. Au ch. 1 nous comparons la structure, l’histoire et le fonctionnement des systèmes éducatifs de la France et de l’Inde, sur quelques facteurs significatifs comme le taux d’inscription des élèves, la compétence de lecture, le statut économique des familles. Nous faisons un bref rappel du développement psychologique de l’adolescent et de son impact sur l’apprentissage.Le ch. 2 est consacré à l’étude du décrochage. Nous examinons les variations de sa définition selon les pays, ses causes externes (pauvreté, analphabétisme parental, environnement culturel) et internes (redoublement, échec scolaire), ses conséquences (chômage, troubles sociaux) et ses remédiations (veille par enquêtes, formation d’adultes, politiques éducatives). Dans le ch. 3, nous présentons les enquêtes que nous avons menées dans le collège Leï Garrus(Var) et l’école Lakshmipur Shamidji Seva Sangha (Lakshmipur), sur des élèves de 15-16ans, en empruntant la méthodologie des enquêtes PISA. Nous faisons le bilan des similitudes (échec en mathématiques, désintérêt pour la langue) et des différences (causes externes du décrochage, suivi extra-scolaire, poursuite d’études envisagée). Enfin, nous insistons sur les limites mais aussi la nécessité de l’approche comparative, en nous prononçant pour une perspective interculturelle de la recherche en éducationIn last few decades priority has been given to prevention of school dropout which not only affects the future economic and social status of individual but also presents a huge problem for his family, his children and his country. In this study, we compare school drop in two countries, India and France, very different, but concerned with drop-out at various degrees.In chap. 1, we compare structure, history and functioning of education system in France and India, using significant factors like students’ enrolment, reading ability, economic status of families and resort to private tuition. We conclude with a brief reminder of the psychological development of adolescents and its impact on learning.Chapter 2 is devoted to the dropping out study. We examine the variations of its definition according to countries, its causes, external (dwelling place, cultural environment, parents’ illiteracy) and internal (basic skills deficiency, grade repetition, teacher expectation), its consequences (unemployment, illiteracy, decline of GDP, social climate disturbance) and its remedies (regular educational surveys, adult education, educational strategies).In ch. 3 we present the surveys we have carried out in collège Leï Garrus (Var) and Lakshmipur Shamidji Seva Sangha High school (Lakshmipur) with 15-16 aged students, on the basis of PISA questionnaires regarding basic skills and teacher-student relationship. We underline resemblances (failing in language and mathematics) and differences (drop out external causes, extra-school tuition). Finally, we emphasize the limits but also the need of the comparative approach, defending an intercultural perspective of education research
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Inman, Rex Wayne Sr. "Factors influencing the failure to graduate from the PACE dropout prevention and recovery program as identified by selected students in the Humble Independent School District." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4828.
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There has been a lack of information and research as to the reasons
students did not graduate from high school with a diploma, or GED certificate, or
certificate of completion, even though they were given the opportunity to attend
an alternative drop-out or credit recovery program. This study identified the
reasons why some students failed to complete an alternative education program
in a K-12 school district in Texas. Of the 29 former PACE students failing to
graduate with either a diploma or GED certificate that participated in this
research, a little less than half either quit the program or were administratively
dropped because they felt that earning money from their job was more important
than graduating from high school. Each of the others had this excuse as well as
many other excuses for not graduating.
Three inter-locking conclusions were reached by the researcher after
interviewing 29 of the students that did not complete the PACE program. The
first conclusion was that students did not understand the value of a high school diploma at the time they were attending PACE. The second was that money,
even in the form of a minimum wage job, was more important than an education.
The final conclusion was that each student did not have a plan for their life
beyond the coming evening or weekend. All students that failed to graduate or
earn a GED had at least one of these misconceptions, while most had two, and
a few had all three.
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Cain, Rashida. "A case study of the high student failure and dropout rates at FET college." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020998.
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The aim of this case study was to investigate the key factors contributing to the high failure and high dropout rates at a FET College. The FET College selected for the purpose of this study is situated in a city in the Eastern Cape. The Minister of Labour declared in 2006 that FET Colleges in South Africa have a central role to play in assisting youth in gaining skills, in order to realise the South African Government’s goal of halving poverty and unemployment by 2014. The South African Government spent R1.9 million on the recapitalisation of colleges in 2005 to improve the FET Sector. According to the Green Paper (DHET, 2012), the FET College sector is weak and the throughput rate of the 2007 NC (V) cohort nationally was 4 percent and the dropout rate between 13 percent and 25 percent. The average pass rate for the successful completion of NC (V) students at FET Colleges in the Eastern Cape was 12 percent for 2007. The research design selected for this study was an explanatory intrinsic case study of a qualitative nature, with the aim to provide a comprehensive depiction of the case. Data was gathered from various sources and at different stages at the particular college campus. Questionnaires, semi-structured interviews and document interrogations were employed to gather descriptive qualitative data. Demographic information on the students who had dropped out assisted in the profiling of students at risk of dropping out of college. The findings derived from the data showed that multiple factors caused the high student dropout and failure rates, prominent among which was a lack of finances, impacting on accommodation and transport, which in turn impacted on student attendance. A lack of motivation and commitment from students seemed to further contribute to the high student failure and dropout rates. In addition, the students’ perceptions and expectations of the FET College, the barriers to academic success and views about support services were explored. Finally, the present circumstances and plans of students who had dropped out were investigated.
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Shirasu, Maità RimekkÃ. "Determinants of dropout and repetition rates in CearÃ." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12957.
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nÃo hÃTendo em vista os reconhecidos benefÃcios sociais e econÃmicos advindos da educaÃÃo, tanto em nÃvel individual quanto agregado, identificar os fatores que causam os problemas de evasÃo e repetÃncia escolar tem persistido como ponto importante na agenda de pesquisadores, seja de paÃses em desenvolvimento ou desenvolvidos. Nesse sentido, este estudo objetivou identificar os determinantes da evasÃo e da repetÃncia escolar no ensino mÃdio das escolas pÃblicas do CearÃ. Para tanto, foi utilizada a base de dados longitudinal do Sistema de AvaliaÃÃo Permanente da EducaÃÃo BÃsica (SPAECE) de 2008, acompanhada de 2009 a 2011, sobre a qual se construiu um modelo logÃstico multinÃvel que incorpora a natureza hierÃrquica dos dados, subdivididos em nÃveis de alunos e de escolas. Os resultados indicam a importÃncia do Programa Bolsa FamÃlia para a reduÃÃo da probabilidade, tanto para a ocorrÃncia de evasÃo, quanto de repetÃncia escolar. AlÃm disso, dentre os fatores que tÃm a maior influÃncia no aumento das chances de o aluno deixar a escola, estÃo o desinteresse pelos estudos e a persistÃncia de repetÃncia em anos anteriores. Sendo este Ãltimo, junto com o atraso escolar, os principais determinantes da retenÃÃo dos alunos cearenses. Uma vez que essas escolas possuem infraestruturas semelhantes, a intervenÃÃo dos educadores deve estar atrelada à motivaÃÃo dos alunos pelos estudos, atravÃs de medidas pedagÃgicas que os envolvam e os alertem efetivamente sobre os benefÃcios sociais e econÃmicos advindos pela acumulaÃÃo de educaÃÃo a mÃdio e longo prazo, tal como ocorre nos paÃses desenvolvidos.
Considering the overall benefits from education, the dropouts and school failures bring about severe consequences for economic progress and welfare of the population. The purpose of this study was to identify the determinants for the occurrence of such problems in public high schools of the State of CearÃ. For doing this, a longitudinal database of SPAECE of 2008, extended to 2009-2011, is applied to a multilevel logistic model on a hierarchical basis, which is divided in two dimensions: school and students. It is found evidence that factors associated with both the students themselves and their familiesâ status affects significantly the chances for dropouts and school failures. While the cash transfer (Bolsa FamÃlia) to studentâs household is an important mechanism to reduce the probability of dropout and school failure, the lack of students' dedications in school activities and persistency of failures are the main deficiencies for increasing the chances of dropouts from school. Since the sampled schools have similar infrastructure, the intervention of educators must be driven to student motivation in scholar activities, through educational measures that call for their attention and warn them effectively on the social and economic benefits arising from the accumulation of education in the medium and long term, as it occurs in developed countries.
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Patrick, Rikki Kenneth. "A Diagnostic Analysis of Elementary Principals' Practices which Serve Youth At-Risk of School Failure." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1199.
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This study provides a description of the practices elementary school principals employ to reduce the likelihood that at-risk youth will actually experience school failure. The problem investigated in this study is reflected in this broad question: What is the relationship of principals' practices to the provision of service for at-risk youth? Differences in the importance and frequency of use of practices by principals were compared. Variables such as school size, percentage of students who are eligible for free lunch, percentage of students who are at-risk, student mobility, and principal's rating of how successfully their school is serving at-risk youth were also investigated. Thirty percent of the elementary principals employed in the metropolitan area of Portland, Oregon were randomly selected to participate in this study. The research design was descriptive. Data were collected from the critical Principal Practices Profile, a questionnaire developed by the researcher and five practitioners after an extensive review of related literature. Using a 4-point scale, principals indicated the importance and frequency of use of principals' practices for the provision of service for at-risk youth. Eighty-three percent of the selected principals completed and returned the survey. Of the responding principals' schools: 25.9% had a student population greater than 600 students, 27.8% had more than 50% of the student body eligible for free lunch, and 43.5% had more than 32% of the student body at-risk of school failure. A number of statistical treatments were performed in analyzing the data. According to the respondents, "Selection of Service Delivery Patterns" emerged as the most important practice (M = 3.65) and the most frequently used practice (M = 3.21) for serving at-risk youth. The practice "Selection of Service Delivery Patterns" was described by five explanatory items: identifying at-risk youth, requiring the modification of curricula, identifying suspension and expulsion alternatives, monitoring student performance, and implementing retention alternatives. The principals' practices and the school demographics were compared using an ANOVA. Associations reaching a significant level were found between the independent and dependent variables; however, the importance and frequency of use patterns reported by the principals could not be consistently explained simply by school demographics
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Vasconcelos, Maria de Deus Medeiros Costa. "Abandono e absentismo escolar no concelho de Ponta Delgada." Master's thesis, [s.n.], 2013. http://hdl.handle.net/10284/3804.
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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Emocional e da PersonalidadeA recomendação da União Europeia, de janeiro de 2011, aos estados europeus para que adotem políticas de prevenção do abandono escolar, que apesar de ter vindo a diminuir, ainda apresentam, em alguns países como Portugal e Malta, valores muito elevados é, de uma forma genérica, o ponto de partida do nosso estudo. Os sucessivos governos têm vindo a promover programas nacionais de combate ao abandono escolar mas, segundo Grilo (2010), estes programas deveriam ser elaborados mais ao nível local e em função das exigências da comunidade educativa envolvente. De acordo com as estatísticas disponíveis, os alunos têm vindo a permanecer mais tempo na escola, com ofertas educativas que vão ao encontro das suas expetativas e experiências vivenciadas. O abandono e absentismo escolares tornaram-se prioridades do atual sistema de ensino. O presente estudo visa caracterizar a dimensão do abandono escolar e absentismo no concelho de Ponta Delgada, no período compreendido entre 2010 e 2011. A taxa de abandono escolar precoce nos Açores tem diminuído, mas é superior à taxa nacional, que, por sua vez, apesar de também estar a diminuir, é ainda muito superior à taxa europeia. A explicação para as elevadas taxas de absentismo e abandono escolar não se encontra apenas no interior do sistema educativo. Os adolescentes e jovens dificilmente permanecerão mais tempo na escola se a sociedade em geral não valorizar uma escolaridade alargada no tempo e inclusiva. A este propósito, o pouco entusiasmo com que alguns setores da sociedade portuguesa parecem ter acolhido o recente alargamento da escolaridade obrigatória para 12 anos é sugestivo. Mas isto não dispensa o próprio sistema educativo de desenvolver, no seu interior, esforços para diminuir o abandono precoce da escola por parte dos estudantes, agindo preventivamente desde os primeiros anos de escolaridade. Neste projeto de investigação pretende-se verificar se existe uma relação entre absentismo e abandono escolar e a situação socioeconómica e cultural dos seus progenitores. The recommendation of the European Union, from January 2011, to the European states for them to adopt political prevention of school dropout, has been decreasing. Yet, in some countries such as Portugal and Malta, they present very high values, which are our starting point in this project. The latest governors have been promoting drop out awareness national programs but, according to Grilo (2010), these programs should have been elaborated towards the local and in demand of the evolving community. As stated by the available statistics, students have been staying longer at school during labour hour because of the class offer, which suit them individually. The drop out and the skipping classes became priority number one to the educational system. This study will characterise the dimension of the dropouts and missing classes in Ponta Delgada County, in between 2010 and 2011. The early drop out rate, which, in turn, while also decreasing, is still well above the European rate. The explanation for those high dropouts rates does not only remain within the educational system. Adolescents and young adults hardly stay longer at school because society does not grant the appropriate importance to broad and inclusive education. Regarding this aspect, some sectors of Portuguese society have received the recent extension of compulsory schooling to 12 years with little enthusiasm, which is suggestive. But this does not relieve to education system to develop, within it, efforts to reduce school dropout, acting preventively starting from early years of schooling. In this research we seek to determine whether or not exists a link between school dropouts and economic status of their families. The relevant question is if school dropout is directly related to families with very low social, cultural an economic resources.
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Sagrilo, José Cesar. "O programa de prevenção e combate à evasão escolar (PPCEE) como agente de inclusão educacional: uma análise de resultados (2011-2014)." Universidade Estadual do Oeste do Paraná, 2016. http://tede.unioeste.br/handle/tede/3380.
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The present study aims to understand if the Prevention and Combat of School Dropout/ PPCEE, in the city of Cascavel-PR, Brazil, is configured as agent of educational inclusion of students, on municipal and state education networks, in school leaving and/ or drop out situation, through the actions performed regarding to the insertion, reinsertion and permanence of these students in school. The survey was conducted through a document and bibliographic research. On the document investigation, we used the program's creation project, the frames with the annual results of attending, the reports generated by this program and the records used on the attendance to students and to their legal guardians. On the other hand, the bibliographic research subsidize the analysis of these documents, providing a comprehension of the social context of the demand sent for attendance, taking into account that these students are children of workers in rural and urban areas. The study was conducted under the presuppositions of historical and dialectical materialism. On this perspective, those individuals, who drop out the school for different reasons, are part of a larger context, which is the social one. Thus, we prioritize contents such as: exclusion-inclusion, social policies, school failure, work, social inequalities and the current legislation regarding to this issue. On the analysis and discussion of data, we listed two categories; success of students who were assisted by the program and returned to school or had positive actions; failure of students considered as a repressed demand, which were not assisted by the program, and those who, even with the attendance of the program, have not returned to school. Therefore, we can ensure that the PPCEE, by their results and by the data presented, can be configured as an educational inclusion program.
O estudo apresentado tem como objetivo, compreender se o Programa de Prevenção e Combate à Evasão Escolar/PPCEE, do município de Cascavel-PR, se configura como agente de inclusão educacional de estudantes, das redes de ensino municipal e estadual, em situação de evasão e/ou de abandono escolar, pelas ações realizadas no que tange à inserção, reinserção e permanência desses estudantes na escola. A pesquisa foi realizada por meio de um estudo documental e bibliográfico. Na investigação documental, nos utilizamos do projeto de criação do programa, dos quadros com os resultados anuais de atendimento, dos relatórios gerados por esse programa e das fichas utilizadas no atendimento aos estudantes e seus responsáveis. A pesquisa bibliográfica por sua vez, subsidiou a análise desses documentos, proporcionando uma compreensão do contexto social da demanda encaminhada para atendimento, levando em consideração que esses estudantes são filhos de trabalhadores da zona rural e urbana. O estudo foi realizado sob os pressupostos do materialismo histórico-dialético. Sob essa perspectiva, esses sujeitos que se evadem da escola por diferentes motivos, fazem parte de um contexto maior, que é o social. Assim, priorizamos conteúdos tais como: exclusão-inclusão, políticas sociais, fracasso escolar, trabalho, desigualdades sociais e a legislação vigente referente à temática em questão. Na análise e na discussão dos dados, elencou-se duas categorias; êxito dos estudantes que tiveram ação do programa e retornaram à escola ou tiveram ações positivas; insucesso dos estudantes considerados como demanda reprimida, que não foram atendidos pelo programa, e os que, mesmo com a ação do programa, não retornaram à escola. Portanto, pode-se assegurar que o PPCEE, pelos seus resultados e por meio dos dados apresentados, pode ser configurado como um programa de inclusão educacional.
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Lindblad, Michael. ""De förstod aldrig min historia" : unga vuxna med migrationsbakgrund om skolmisslyckande och övergångar mellan skola och arbete." Doctoral thesis, Umeå universitet, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-120220.
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This study aims to deepen knowledge of young people with a migration background in Sweden, particularly those with non-European backgrounds, and their transitions from school to work. The focus is on young people with uncompleted upper secondary education (USE), drawing on their life stories, and exploring their perceptions and experiences around school failure, entering the labour market, and/or not being in education, employment or training (NEET). Theoretically the study analyses individuals’ career decisions from an agency-structure perspective, drawing on careership theory, in particular the notions of pragmatic-rational choices, routines, turning-points and horizons of action (Hodkinson & Sparkes 1997), combined with theories on ‘otherness’ (Hall 1990; 1999, Anthias 2002, Balibar 2004, Trondman 2007), and the notion of socio-geographic space (Bourdieu 1986a; Bourdieu 1999, Bourdieu & Wacquant, 1996). Methodologically, the thesis is based on narrative research, and the empirical material comprise life stories of twenty young people (men and women) about their lives, school experiences and time after leaving school. The careers of the young people were developed in fields where they had subordinate positions, based on their family’s mostly limited social, economic and cultural capital, their own short education and limited experience, and the otherness they encountered. Against this background, their educational and labour market career choices are understood as pragmatic-rational, enabled and limited by the resulting horizons of action. However, the collected narratives suggest that their horizons of action developed from the time they left school when they made different pragmatic-rational choices that changed their positions. Nevertheless, career choices were often made within a bounded agency and reduced opportunities as a consequence of school failure and their own scarce resources. The learning and interaction taking place within the routine periods are both crucial for understanding processes that result in school failure and the subsequent extended period of establishment in working and adult life, and change of horizons of action and habitus. The narratives of the young people showed that school failures and dropout are complex and extended processes that are related to education and family, as well as access to power and capital. They also encountered difference-making through the predominant images and discourses of 'immigration' as a social problem and by being located in a specific socio-geographic space that limited their possibilities for action. The family was highly significant and, in most cases, represented security and continuity. The family’s present situation and future was crucial to the young adults, which affected their choices. Hence, their own horizon of action also included the family’s opportunities and horizon of action. The study indicates that there is sometimes reason to speak of a collective horizon of action rather than just an individual one. Institutional and informal support together with young people’s agency may enable positive career development in spite of a lack of resources provided to the young, particularly if schools and other institutions would provide more professional and timely support. The overall conclusion is that it would not have taken much investment of resources and effort to have prevented school failure for a large proportion of the twenty young adults in this study. That is the good news.Osäkra övergångar. Unga utan fullständig gymnasieutbildning: vägarna och åtgärderna i longitudinellt perspektiv
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Owens, Mario Antonio. "Variables that impact high school dropout." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-03312009-151116.
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Garcia, Daniel. "High School Dropout: A Study of Parental Perceptions of Dropout and Prevention Strategies." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/946.
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Dropping out from high school is becoming a growing trend that necessitates new and more powerful intervention strategies to be utilized. Large numbers of adolescents between the ages of 16- 24 have been shown to receive no high school diploma or equivalent. The effects of dropping out are far reaching, with many students who dropout facing depression and alienation that may lead to other negative consequences. This research focuses on the need for preventative action against the issue of dropout. One hypothesis to be tested is whether or not current dropout prevention techniques can be applied to students who are not at risk for dropping out. The researcher theorizes that if all students are exposed to these strategies then perhaps the overall school environment will yield less students who are at risk to begin with.B.S.W.
Bachelors
Health and Public Affairs
Social Work
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Sottie, C. A. "Stemming the tide : school dropout in Ghana." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546440.
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Boyd, Barbara A. "Early-Warning Indicators of High School Dropout." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1457276247.
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Jung, Kyusuk. "Testing a multisystemic model of school dropout /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488188894441126.
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Hartman, Patricia. "A counseling-based dropout prevention program /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396738.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Includes tables. Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Ann Lieberman. Includes bibliographical references (leaves 213-221).
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Drewry, Julie Anne. "High School Dropout Experiences: A Social Capital Perspective." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26260.
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The purpose of this study was to record and analyze students' experiences with dropping out of high school within a social capital framework. Discussing the stories of high school dropouts provided valuable information related to the root causes of dropout behaviors in a social capital context. This information can be used to develop programs designed to increase social capital in schools, families, and communities, which can contribute to a decrease in dropout behaviors.
This phenomenological study took a narratological research approach that focused on collecting the lived experiences of high school dropouts within a social capital framework. The context of this study was a high school in an urban school division in Southwestern Virginia. The participants were five high school dropouts who speak English as a primary language and were a part of the general education population at the high school. Triangulation of data sources included field notes, interviews with the participants, and archival documents. A three-iteration code mapping procedure was used for data analysis to provide an audit trail.
Narrative descriptions of the life histories of each participant were written. The overarching themes resulting from the analysis across the narratives were that none of the students had relationships with members of their families or communities who had the capacity to assist them in their endeavors to complete school; students had the desire to complete school or obtain a GED, but did not have a relationship with any person outside of the school setting who was persistent with encouragement and knowledge; and the students had access to social capital, but did not understand how to use it effectively. Results and conclusions are included in two articles, one written for publication in Sociology of Education, and the other written for publication in Professional School Counseling.Ph. D.
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Al-Bahar, Abdullah Abdulrahman. "Kuwaiti students studying in the United Kingdom : a study of the issues that impact their adjustment." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264605.
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Dodd, Ann. "High stakes testing effects dropout rates." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=813.
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Kovarski, Caroline. "Impact des troubles visuels sur la performance scolaire." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20004/document.
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Beaucoup d'adolescents sous-estiment leur inconfort visuel, bien qu'il puisse affecter leur scolarité. La prévalence des troubles visuels chez des participants âgés de quinze à vingt-deux ans a été étudiée et les résultats obtenus ont été comparés à leur niveau scolaireEntre septembre 2012 et avril 2013, quatre cents jeunes gens âgés de quinze à vingt-deux ans ont répondu à un questionnaire relatif à des signes d’asthénopie, suivi d’un examen visuel (réfraction, fonctionnement accommodatif et vision binoculaire), afin de détecter des gênes visuelles dont ils pourraient ne pas être spontanément conscients. Lorsque des problèmes visuels ont été détectés, il a été proposé aux participants de passer un examen ophtalmologique et un bilan orthoptique. Puis, le niveau scolaire de ces quatre cents jeunes a été expertisé. Les participants ont ensuite été revus pour déterminer si le port d'une correction optique adaptée et/ou la prise en charge orthoptique ont permis d'obtenir une amélioration de la performance scolaire.Les résultats indiquent que le score au questionnaire est significatif pour prédire la probabilité d’avoir une faible performance scolaire et d’avoir des troubles visuels, que les anomalies de la réfraction et de l’accommodation ont un réel impact sur la performance scolaire et plus encore, que ce sont les troubles de la vision binoculaire qui sont les plus pénalisants. Surtout, l’absence d’une plainte visuelle spontanément exprimée ne permet pas de conclure à l’absence de problèmes visuels.Une fois la performance scolaire contrôlée par des variables utilisées habituellement pour l’expliquer (e.g. retard scolaire, CSP du chef de famille, sexe, etc.), une partie non négligeable des difficultés scolaires des participants proviennent de problèmes liés à la vision. Par conséquent, un dépistage systématique des troubles visuels chez les adolescents semble nécessaire, d’autant plus s’ils rencontrent des difficultés scolaires. Par ailleurs, le questionnaire mis en place dans l’anamnèse semble être un outil efficace dans la détection de la présence de troubles et mériterait d’être validé sur un plus large échantillonMany students understate their visual discomfort, although it may have an educational impact. We studied the prevalence of visual disorders among students and compared these results to their academic level.Between September 2012 and April 2013, four hundred students between fifteen and twenty two years of age responded to a questionnaire followed by a visual screening (refraction and binocular vision) in order to detect any visual discomfort that they might be unaware of. When visual problems were detected, the participants were asked to have an ophthalmology and orthoptic assessment. Then the participants’ academic performance was appraised and subjects were reviewed to determine whether wearing the appropriate optical correction or taking orthoptic care have improved their grades.The results indicate that the questionnaire score is very significant to predict the probability of having academic difficulties or vision problems, that ametropia and accommodation anomalies increase academic difficulties and that binocular vision disorders are even more disadvantageous. Moreover, not spontaneously expressing visual discomfort doesn’t mean that there are no visual defects.Once controlled by variables commonly used to explain academic difficulties (e.g. academic delay, occupational category, gender, etc.) a significant proportion of participants’ academic difficulties are related to vision anomalies. Therefore, vision screening among adolescents appears to be necessary, especially if there are academic difficulties. In addition, the questionnaire used in case history seems to be an effective tool to detect vision anomalies and should be validated with a larger sample
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Schofield, Mary Ann. "Exploring dropout amongst Inuit high school students in Nunavut." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0003/MQ34994.pdf.
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BETTS, SHERRY CROOP. "ADOLESCENT PREGNANCY AND ITS RELATIONSHIP TO HIGH SCHOOL DROPOUT." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184185.
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The purpose of this study was to determine the similarities and differences between pregnant/parenting teens and other young women who drop out of high school. It also sought to determine the characteristics which discriminate between pregnant or parenting teens who continue with school and those who drop out. A comparison of 33 female high school dropouts with 47 dropouts from an alternative program for pregnant/parenting teens produced a discriminant function which accounted for 99% of the variance between the groups and correctly classified 74% of the subjects by group. Examination of the discriminating variables did not produce the expected variables such as school performance, educational aspirations, and value of education to friends. The results indicated that the two groups of dropouts did not differ in educational background variables and that pregnancy alone did not cause otherwise capable students to drop out of school. It was found that pregnant/parenting dropouts were more likely to be Hispanic, from families who valued education less, and have lower career and college aspirations than other dropouts. The second comparison of 47 pregnant/parenting students who dropped from the alternative program with 67 who maintained enrollment, produced a discriminant function which accounted for 86% of the variance between groups and correctly predicted group membership for 93% of the subjects. Among the variables which defined this function were grade point average, attendance, importance of education to family and friends, educational aspirations, past drop out, sports activities, more than one child, self-esteem, SES, and being minority. These are typical of the differences between any dropouts and enrolled students regardless of the pregnancy.
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Sweeten, Gary Allen. "School dropout and subsequent offending distinguishing selection from causation /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/191.
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Thesis (M.A.) -- University of Maryland, College Park, 2004.Thesis research directed by: Dept. of Criminology and Criminal Justice. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Wallace, Cynthia M. "A High School Dropout Prevention Program for At-Risk Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1946.
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Dropping out of high school is an issue that has faced the educational system for years. At a high school in Mississippi, the dropout prevention plan implemented was not beneficial to all at-risk students because it mainly focused on academic issues. The purpose of this qualitative case study was to understand why students dropped out of high school and to gather strategies for a dropout prevention plan. The conceptual framework was based on 5 factors: general deviancy, deviant affiliation, family socialization, structural strain, and academic quandary. The research questions inquired about experiences that caused students to drop out and suggested strategies for a new dropout prevention plan. Data collection methods included interviews with 18 teachers, 3 counselors, and 20 former students who dropped out between 2007 and 2012. Interpretive data analysis was used to analyze data. Open and axial coding was used to develop themes about why students dropped out of high school. Those themes included behavioral issues, peer and work-related influences, family structure, school environment, and academic problems. Data analyses indicated that tutoring, staff development, mentoring, counseling, parental involvement, teenage mother programs, and alternative options were useful in preventing students from dropping out. These findings were used to develop a high school dropout prevention plan to benefit at-risk students. The overall goal for this project was to decrease high school dropout rates. By implementing the high school dropout prevention plan, schools may enable more students to further their education and become productive citizens within their communities.
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Solomon, Mark Deon. "Capability theory, school dropout, exclusion and inclusion. The case of Youth Care School." University of the Western Cape, 2014. http://hdl.handle.net/11394/8471.
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Magister Educationis - MEdThe study was prompted by the need to look at alternative options to mainstream education for learners who are too old for their grade, who have opted out of the education system but find themselves wanting to re-access the education system. Mainstream schooling seems a difficult option for many learners who would like to complete their basic education but find that they have problems fitting in the multi-age classroom. If they are too old for their grade, they are at risk of dropping out. Following a review of the literature around access, re-access, over-age, dropout, exclusion, inclusion, capability and a methodological approach to the study, the analysis will focus on the Youth Care School, a school for age-inappropriate learners as a form of intervention. This is a day school operating independently from the Western Cape Education Department, taking on learners who are too old for their grade, who would otherwise be on the streets. The theoretical perspective of the study will focus on the capability theory and alternative schools as forms of capability development.
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Roma, Anne E. "Contextual Predictors of High School Dropout for Latino Immigrant Youth." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1449224091.
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Casey, Jonathan. "Understanding High Dropout Rates in Primary School Education in Mozambique." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35948.
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Mozambique remains one of the poorest countries in the world and has one of the least functional basic education systems. Despite a rapid expansion in access to basic education, the vast majority of pupils fail to complete a full seven year cycle of primary school. This research aims to better understand the characteristics, causes and consequences of children dropping out of primary school among low income families in rural areas. The research is based upon a qualitative fieldwork study in Ribáué, a rural district in the northern province of Nampula. Theoretically orientated by the Capabilities Approach, giving a holistic conception of education and development, this research will analyse the findings using the Sustainable Rural Livelihoods (SRL) framework. Such a model enables the analysis to incorporate a diverse range of household, societal and exogenous aspects to give a rich interpretation of the situation. Given education’s prominence in many development discourses, particularly in relation to the Millennium Development Goals and the forthcoming post-2015 agenda, this research aims to contribute a deeper understanding of the role of education in such situations, what factors influence the dropout phenomenon, and the consequences of children failing to finish primary school. The results indicate that dropouts are characterised by situations of extreme income poverty interacting with exogenous factors which create vulnerable livelihoods and where the quality of education is considered low. The causes of dropouts generally relate to families’ lack of resilience to cope with socio-economic shocks and the paucity of post-school opportunities. The consequences are severe for the individuals, their families and Mozambique, resulting in limited capacity to create sustainable livelihoods. There is also a likely transgenerational effect, with future generations afflicted by persistent vulnerability due to a lack of capabilities and opportunities from not completing school.
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Meza, Alicia. "An Identification Of Factors Associated With The Hispanic Student Dropout." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3291.
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Purpose. The purpose of this study was to identify the causes that result in Hispanic youth dropping out of high school prematurely. Procedures. A questionnaire was mailed to 150 California high school principals. In addition, 32 Hispanic students who dropped out during the 1984-85 school year were interviewed. Findings. High school principals identified low achievement, employment, lack of parental support and truancy as the major causes for Hispanic students dropping out of school. Students on the other hand, identified only truancy as the most influential cause for leaving high school during the 1984-85 school year. Significant differences among principals' perceptions of causes were noted by principals in an urban setting. They placed more importance on employment, peer pressure, poor reading skills, poor math skills and truancy than did principals in a suburban and rural setting. Additionally, principals with increasing Hispanic student enrollment differed from principals with declining Hispanic student enrollment by placing more importance on employment, low teacher expectation, poor reading skills and truancy. Identified causes relating to school completion or non-completion provide implications for programs which address the needs of potential dropouts. These programs should furnish intensive academic remediation, small class size with varied course offerings, and academic incentives. Additionally, flexible scheduled school-based programs which promote student ties to potential employers and provide Hispanic students equal opportunity are suggested. Finally, truancy should be addressed prior to students reaching high school. School districts concerned with the dropout problem should develop better methods in the identification of dropouts and study current employment programs and the extent to which they meet Hispanic student needs. Recommendations. (1) Replication of this study should be made to determine the differences between factors that cause male and female students to drop out of school. (2) A study focusing on specific truancy factors, including causes, local practices, and truancy intervention programs is highly recommended. (3) A study related to the effectiveness of utilizing truance coordinators is highly recommended. (4) A study focusing on the correlation between English proficiency and student dropout rates is highly recommended.
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Bragg, Emily. "Security Measures and School Dropout: A Test of Two Competing Theories." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586517888575557.
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Hooper, Eric James. "Influences on completion for NVQ courses in management at a university business school." Thesis, Brunel University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311539.
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Huntley, Lance R. "Influence of economic restructuring on rural Missouri high school dropout rates." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4157.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2005.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 18, 2006) Vita. Includes bibliographical references.
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Wilson, Omega W. "The Relationship between Student Discipline Disproportionality and High School Dropout Rate." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28959.
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Previous research has indicated that there is a possible relationship between disproportionality in student discipline and high school dropout rate. Using discipline and dropout data from a mid-Atlantic state school district, discipline disproportionality and dropout rate amongst high school African American, Hispanic, and Caucasian male and females over a period of four school years was examined. The findings indicated that there was indeed discipline disproportionality among African American, Hispanic, and Caucasian students. However, the evidence indicating a relationship between disproportionality and dropping out was not conclusive. Based on the findings, implications for educational practice are advanced. In addition, recommendations for further research are set forth.Ed. D.
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Mohd, Kamalludeen Rosemaliza. "Curriculum Track And Its Influences On Predicting High School Dropout Likelihood." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28324.
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Dropping out of school is a major concern as high school graduation credentials have been used as an important measurement tool to define post-secondary success. Numerous researchers presented a multitude of factors that predict dropouts at individual and school levels. Curriculum track choice, or high school course-taking sequence, defines studentsâ schooling career and ultimately the post-secondary path that they choose (Plank, DeLuca, & Estacion, 2008). Scholars have debated on various outcomes related to dropouts influenced by various curriculum choices, namely academic, career and technical education (CTE), dual enrollment, and general curriculum. Several argued students following academic tracks are more likely to graduate. Others claim that CTE benefits students who are at-risk and suppresses dropout likelihood (Rumberger & Sun, 2008). New vocationalism or dual enrollment has proven successful at reducing dropout rates.
This study attempted to investigate the influence of curriculum track and CTE program areas on dropout likelihood while controlling for possible individual differences. Analysis was conducted via Hierarchical Generalized Linear Modeling (HGLM) due to the nested data structure of Education Longitudinal Study of 2002 (ELS). Variables included were academic background, academic and career aspiration, school-sponsored activity participation, school minority composition, school average student socio-economic status (SES), school type (private or public), school urbanicity, CTE courses offered at the school, and demographic indicators (gender, race, and SES). Findings reflect higher dropout likelihood among general curriculum participants than academic and occupational concentrators after controlling for all possible individual differences. Dual concentrators had 0% dropout rate, and therefore comparison with other curriculum tracks was not possible via HGLM analysis. Results suggest substantial importance of academic background, post-secondary education plans, and school-sponsored activity participation in predicting dropout likelihood.
Comparing CTE program areas, Family and Consumer Sciences, Human Services, Public Services, Health and Education (Human Services area) participants were more likely to drop out than other program areas while Technology Education participants were less likely to drop out than Human Services and 2 or more CTE program area participants. Results suggest 9th grade overall GPA and school-sponsored activity participation as substantial predictors of dropout likelihood among occupational concentrators. Variability across schools was insignificant.Ph. D.
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Haaland, Kaite Johanna. "Predictors of High School Dropout Among Students with Individual Education Plans." Thesis, University of Colorado at Denver, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10269472.
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Students with disabilities have a disproportionately higher rate of dropout compared to typical peers. This study was intended to investigate the predictive factors of dropout for youth with disabilities. Specifically, this study examines how disability classification and demographics impact dropout rates for youth with disabilities. Participants in this study were all students in a large urban school district who were identified with a disability (as defined as having a IEP) in grades 9-12 (N=1439). As most variables were categorical, nonparametric analyses were used, including cross-tabulations and contingency table analyses. In addition, a binary logistic regression model was used to isolate the variables associated with dropout. Findings suggest that youth with serious emotional disability (SED) have a high risk of dropout compared to students who fall under other disability categories. Additionally, students who did not qualify for free and reduced lunch and students who were never retained (repeated a grade) were more at risk for dropout. Practical implications and future directions are discussed.
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Lecha, Moiteelasilo Dickson Ngamula. "The causes and extent of school dropout in Botswana public senior secondary schools." Thesis, Boston University, 2005. https://hdl.handle.net/2144/32789.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The Botswana basic education program is intended to provide for equity and equality of opportunity and access to education. Every Motswana child is expected to attend school continuously up to the national mandatory tenth grade (Revised National Policy on Education, (RNPE) 1994.). Since not all children can be absorbed into senior secondary schools, examinations are used to select those who will proceed to higher education. However, some children selected to senior secondary education drop out before they complete their education cycle. Children who drop out forfeit their chances of going through a senior secondary education program, and thereby lose the opportunity to better themselves, obtain better paying jobs, or make informed contributions to the national development process. This study sought to discover reasons why some children do not complete their intended cycle of schooling. The research adopted a qualitative design in which in-depth interviews of focus groups were conducted. The main population groups interviewed were teachers, parents, senior secondary students, and school dropouts. The views obtained from the interviews were checked against documents and records of the Botswana Ministry of Education. The findings indicate that the reasons given by research subjects as causes for school dropout are consistent with those appearing on official records: pregnancy, desertion, illness, and death. However, the respondents also added four major themes of self-withdrawal or withdrawal for personal reasons, parental withdrawal, lack of transportation fees to and from classes, and lack of accommodation. The sub-themes for students who withdraw from school for personal reasons include their not seeing any value in education, thinking that the subject matter is too difficult, or being misguided by peer influence. The conclusions drawn are that the research subjects believe school dropout is an important issue that should be addressed. The suggested solution strategies include the call for effective teachers, community parenting, community-school partnership, sex education and contraception, and formulating and enforcing laws where parents and guardians will ensure that students stay in school for up to a certain age or else be liable for prosecution (enforced school age).
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Woods, Donna E. "An Investigation of the Effects of a Middle School Reading Intervention on School Dropout Rates." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27016.
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The purpose of this study was to investigate the effects on reading achievement for middle school students after participation in a computer-based reading intervention program, READ 180, as well as the relationship of program participation to later dropout rates, compared to students enrolled in a traditional reading remediation program. A nonequivalent control group research design was used to examine data collected from 384 students in Grades 6 through 8 participating in reading interventions spanning a 3-year period from 2003 through 2006. Independent samples t test and chi-square statistics were used to analyze data to determine the yearly reading achievement mean gains, differences between the effects of the two reading interventions, and later dropout frequencies. There were no significant differences between the treatment and comparison groups in reading scores during the first year of READ 180 implementation. Computer software problems affected the implementation of READ 180 during the first semester of implementation. The findings reveal a statistically significant difference between the effects on reading achievement scores for students who participated in READ 180 when implemented with moderate fidelity compared to students in a traditional reading remediation program during the 2nd and 3rd years of implementation. The findings in this study revealed that an intensive reading intervention, READ 180, can significantly improve reading achievement for struggling adolescent readers when implemented with moderate fidelity. Analyses of the data revealed differences between the number of 2003-2004 reading intervention participants and the school division cohort dropout rates. A significant difference was not observed between the 2004-2006 cohort dropout rates when compared to the school division rates. The findings in this study will be beneficial to secondary principals who are held accountable for literacy development, implementation, and evaluation as the school instructional leader.Ph. D.
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Pipal, Vauna La Reda. "Effects of an intervention program on the academic performance, school attendance, and school behavior of high school students." Scholarly Commons, 1991. https://scholarlycommons.pacific.edu/uop_etds/2830.
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This study investigated the effects of an intervention program on variables related to school performance in which ninth-grade high school students served as subjects. Variables that served as indicators of program effectiveness were (a) grade-point average (GPA); (b) proportions of students that attain 10th-grade status as measured by units of academic credit; (c) percent-correct scores on tests of academic skills in the areas of editing, mathematics, and reading; (d) rates of absence from classes; and (e) rates of referral for disciplinary action by teachers and administrators. Qualitative evidence of program effectiveness was secured through individual student interviews. The treatment consisted of an eight-week intervention program designed to assist all ninth-grade students in the transition from junior high school into high school. Program faculty presented six topics determined to be important to student success in high school. The treatment group consisted of 72 ninth-grade students who were matched with 72 control subjects on pretest measures of GPA and absence rate. Pretest measures of the dependent variables were taken from school records compiled during the first 10 weeks of the 9th-grade prior to student participation in the treatment program. Posttest measures of the dependent variables were taken from school records during the first full semester of the 9th-grade school year immediately following the treatment program and again during the first 12 weeks of the 10th-grade school year. Analyses of covariance demonstrated significant differences (p $<$.05) between the two groups for the first posttests of GPA and absence rates. Student interviews revealed that academic planning and improvement in study skills were the components of the treatment program that students considered most important to academic success. Results of this study provided empirical confirmation of the findings of previous research which indicated that high school intervention programs can positively affect GPA and attendance. The results also suggested that further gains in GPA and attendance might be promoted by increasing the length of the treatment program.
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Rutherford, Judith Anne. "A Formative Evaluation of Franklin School." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/39327.
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This formative evaluation of Franklin School was shaped around the implicit and explicit goals of the school and those school practices that are recognized as being effective in schools for students at-risk of dropping out of school. The study served four purposes: (1) to determine how the teachers, parents, and students viewed the school and their experiences with it, (2) to determine what program improvements were needed, (3) to provide a baseline for future evaluations, and (4) to activate the collection of data needed for future evaluations.
The participants in the study included the six teachers, 52 students, and the parents or guardians of the students who attended Franklin School during the 1996-97 school year, the year which was the focus of the study. I collected data from the participants through surveys, interviews with teachers and a carefully drawn sample of students and parents, and meetings with teachers and students. Additionally, I analyzed student records pertaining to referrals, attendance, academic achievement, disciplinary infractions, and dropouts.
Data from the study indicated that some school goals were being met adequately, and some were not. Teachers, students, and parents agreed that goals related to self-esteem efforts, sense of community, and safe environment were being met. However, the findings from the study indicated that improvement was needed in the areas of career education, counseling, discipline, staff development, parent involvement, and use of instructional technology.
Also, the study yielded three important findings in addition to findings related to school goals that need to be addressed. First, there is a leadership problem at Franklin School that needs to be resolved. Second, limited data available on attendance and academic achievement suggested that over time student performance declines at the school.
Finally, the data on the referrals to Franklin School revealed an exceedingly high rejection rate with no written notices of admission decisions and no follow-up of students rejected.
The findings from the study strongly suggest the need for continued evaluation of the school and for putting mechanisms in place to collect the data needed for such evaluations.Ph. D.
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Gordon, Joan M. "Looking at high school dropout problems from students' perspectives : finding a solution." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84510.
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Should we be concerned about the more than 30 percent national dropout rate? Can anything be done to intervene successfully? Many students who drop out of school have the intellectual ability to complete college (Howard and Anderson, 1978). If this is so, then our educational institutions are failing them and doing them a tremendous disservice (Committee of Canadian Council for Exceptional Children, 1992).This research investigates the high school dropout phenomenon in Quebec through the "eyes" of potential dropouts. The project examines the high school dropout phenomenon from the perspective of students who are at risk of leaving school prematurely. The objectives of the research are to investigate how potential high school dropouts perceive success, and to find out what program reforms these students believe are necessary to keep them in school. In the data analysis the students' schooling experiences are critically examined, and factors such as students' perception of public high schools, social affairs schools, teachers and their view of success are considered. These considerations are made within the conceptual framework of a variety of sociological theories in education. Social Affairs schools are special schools reserved for youths who are wards of the court, and those who are in the care of Youth Protection because they cannot live at home.
This study provides richly descriptive narrative accounts of the students' experiences, thoughts and feelings. The study gives voice to high school students who are at risk of dropping out, and of their views of what their needs are to be successful in school. Data collected from this study can be used to develop suitable programs for students. The study concludes by signaling a call to parents, teachers, governments, policy-makers, and caregivers to listen to children and to involve them in matters that are important to them---such as their views of how they can achieve school success.
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Chung, Chi-wa, and 鍾志樺. "The alienating school: an ethnographic study of school dropout and education quality in poor, rural China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329940.
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Although China is ahead of schedule in achieving the Millennium Development Goal of universalizing nine-year basic education across the country by 2015, access to school remains problematic, as evidenced by a persistent school dropout problem, especially in its hidden forms and in poor and rural areas. Despite a wide range of literature on the phenomenon of school dropout globally, there is a dearth of empirically sound and theoretically motivated research that might offer an understanding of school dropout in terms of education quality.
In response to these problems, the main question addressed in this thesis has to do with the role of education quality in children’s dropping out of school. The central thesis proposed is that the problem of school dropout and education quality in poor, rural China stems from the alienating nature of the school system.
The methods adopted to answer these questions include a critical ethnography of four cases of dropout, each of which reflects on the assumptions associated with a particular cause of dropout or factor contributing to school access – namely, family poverty, illiterate parents, student attributes and their willingness to study, and the quality and distribution of educational resources. The thesis also offers a critical review of the theoretical approaches frequently used to conceptualize education quality, in relation to the insights gained from the case studies. The study is based on interviews with 112 informants and observations made during three months of fieldwork in China’s Yunnan and Guangdong provinces between 2009 and 2010.
The case studies challenge the common assumptions made about school dropout, which are also leading theoretical approaches used to conceptualize education quality. The human capital approach, with its primary focus on the costs and benefits of schooling and its assumption of schooling as an investment, does not deal adequately with non-monetary concerns and the pressures on those living in poverty, and tends to ignore children who have different perceptions of schooling. A simple application of the critical approach tends to focus on structural causation and to overlook the agency of the child. While the systems approach focuses on the implementation and evaluation of education quality, it appears not to say enough about the ends of education. In the distribution of resources, both the utility-based and resource-based approaches tend to understate the importance of the individual’s socio-economic status.
These insights also reveal the alienating nature of an educational system in an increasingly market-oriented economy. The alienating school does not respect the students’ individual interests, habits, socio-economic background, aspirations, etc. and is primarily concerned with their success and failure (or dropout) insofar as they affect the evaluation of “quality” or the effectiveness of the bureaucratic system. Students who are marginalized and cannot easily adjust, perhaps due to their disadvantaged socio-economic, cultural and geographic location, tend to be pushed out of school.
The study calls for a fundamental change of attitudes in educational development and policy making and a redefinition of school failure as a consequence not so much of the child’s unwillingness to study, but of his inability to perform well. As a school dropout explained his decision to drop out:
“It’s not that I didn’t want to study: I just couldn’t study well.”published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Terhoeven, Liezl. "The role of the teacher support team in preventing early school dropout in a high school." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/3051.
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Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: This study aims to establish whether the support of the Teacher Support Team (TST) might have an impact on High School learners to stay in school. My specific focus was on how the TST members experienced the support that was given to learners and how learners experienced the support given to them. I used a basic interpretive design. I used focus group discussions and semi-structured interviews. My study shows that the TST of a High School needs to have a proper structure to function in building resilience in learners. A proper structure will enable them to develop a healthy support system that could address the various barriers in learning that learners may encounter. All the role players, who were involved in the research, knew their rights and responsibilities towards this process. I conclude by acknowledging the limitations of this study and recommending further research.
AFRIKAANS OPSOMMING: Hierdie ondersoek is daarop gemik om vas te stel in watter mate die ondersteuning van die Onderwys Ondersteunings Span (OOS) ‘n invloed het op Hoërskool leerders om op skool te bly. My spesifieke fokus was op hoe die lede van die OOS die ondersteuning, wat hulle vir die leerders gebied het, ondervind het en hoe die leerders die ondersteuning, wat hulle by die OOS ontvang het, ondervind het. Ek het van fokusgroepe en semi-gestruktureerde onderhoude gebruik gemaak. My ondersoek toon dat die OOS van Hoërskole ‘n meer gestruktureerde stelsel nodig het waarbinne hulle kan funksioneer. ‘n Gestruktureerde stelsel sal verseker dat daar ‘n gesonde ondersteunings sisteem gebou word. Dit sal ook verseker dat leerders met leerstoornisse se behoeftes aangespreek kan word. Alle rolspelers was ten volle bewus van hul verantwoordelikheid in die navoringsproses. Ten slotte wil ek, in die lig van sekere tekortkominge wat by hierdie studie ervaar is, verdere navorsing op hierdie terrein aanbeveel.
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Tam, Hoi I. "Identifying predictors of school dropout through the perception of teachers in Macao." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1943970.
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Modaresi, Anahita. "Immigrant and Minority Student Visual Narratives of High School Dropout in Atlanta." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/anthro_theses/22.
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This thesis is about the Reading and Writing for Filmmaking Afterschool program, an extracurricular focus group centered around engaging urban immigrant and minority working-class high school students in a discussion about high school dropout using participatory video as a methodological tool. The program was created under the assumption that, (1) within 'free spaces' students who are encouraged to express themselves and explore their social realities through innovative methods will reveal their understanding of high school dropout and the factors contributing to it, and (2) the way these students conceptualize and talk about high school dropout is significant to understanding this phenomenon. Through participatory video, observation, interviews, and storyboard narratives, I examine the discourse of minority and immigrant students as a means of understanding their cultural assumptions and observations of school dropout. As a result, this paper illuminates the issue of immigrant educational retention and attrition in an urban public school setting.
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Girardi, Zelia. "Dropout among secondary school students in Brazil : an exercise in participatory research." Thesis, University of Surrey, 1993. http://epubs.surrey.ac.uk/844320/.
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This study explores the reasons why students drop out from a public secondary school in Brazil, paying particular attention to within-school reasons. The theoretical point of view adopted in this research is that which considers that human nature is dialectical and education can be an instrument in the struggle to change reality. So, critical consciousness and 'resistance' must be mobilised through the pedagogical process and dialogue is one way of achieve them. The study was undertaken with dropouts, continuing students, staff, teachers and parents from a secondary school in Florianopolis - SC - Brazil. Data about drop out were gathered through different techniques such as interviews, questionnaires, participant observation, meetings and group discussions. The analysis of the data involved several meetings and group discussions with continuing students, teachers and staff, which emphasised the dialogue technique as a way of developing critical consciousness. Participatory research, which comprises the research process (social investigation) with educational activities through actions designed to deal with a specific problem was the methodological approach adopted in this research. However, for reasons such as time constraints and temporary distance between the research's residence and the school, people's participation in the present research was limited to the period of 15 months in two spells of field work (1989 and 1991-92) and was most significant as an educational activity. Real action to transform reality did not occur although students critical consciousness started to increase.
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Munsaka, Ecloss. "Understanding school dropout among adolescents in a rural site of southern Zambia." Doctoral thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11125.
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Includes bibliographical references (p. 222-233).The study of school dropout in Zambia is still in its infancy. Apart from the countrywide annual surveys conducted by the Ministry of Education, no in-depth study on school dropout seems to have been conducted. These surveys have consistently indicated that school dropout is most common among rural adolescents. Thus, this study sought to have an in-depth understanding of the factors that influenced rural adolescents to drop out of school by drawing a purposive sample of 10 dropouts, 10 parents of the dropouts, five teachers from the school attended by the dropouts in a rural site of southern Zambia.
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Huffman, Karen L. "Dropouts and dropout prevention programs how West Virginia high school principals view their roles /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=631.
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Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains xii, 153 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 124-137).
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Hinkley, John W., University of Western Sydney, of Arts Education and Social Sciences College, and School of Psychology. "School achievement motivation among Navajo High School students : a study of school achievement goals, achievement values, and ability beliefs." THESIS_CAESS_PSY_Hinkley_J.xml, 2001. http://handle.uws.edu.au:8081/1959.7/365.
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Navajo school students, it is believed, underachieve at school in terms of school attendance, dropout rates, and standardized performance tests. Among the many reasons proposed to explain the persistent school underachievement is that school culture is largely based on individualism, interpersonal competition, and other Western norms and values. These, it is argued, are an anathema to Native Americans. Hence, school culture may predispose many Navajo High School students to failure. To test this belief I constructed a model of school achievement motivation drawn from Western conceptualizations of achievement motivation described Navajo High School students achievement motivation. Using confirmatory factor analyses tests of equivalency were conducted that contrasted non-traditional Navajo students and females with near traditional Navajo students and males. Using structural equation modeling, I examined the relations of the language, location, and gender variables on the achievement goal factors, mediated by school measures of achievement, ability beliefs, social goals and achievement goals. I concluded that non-traditional and near traditional Navajo students are more similar than dissimilar. Clearly this raises concerns regarding the making of policy based on assumptions regarding presumed differences between non-traditional and near traditional Navajo High School students. I also concluded that, school achievement measures, the ability beliefs, and the social approval and social concern goals are important factors that influence the school achievement goals Navajo students emphasize. This has implications for the manner in which schools and teachers emphasize these factors in classrooms.Doctor of Philosophy (PhD)
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Anderson, Virginia Homeier. "The Overage Student: Candidate for School Failure." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/1270.
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This study, conducted in a suburban school district, examined academic achievement and demographic considerations for a group of students overage for their respective grades. Records of 127 subjects were examined and data collected with respect to student performance on academic indicators of at risk behavior. Indicators were scores on criterion referenced tests in reading and mathematics as well as school absence figures for all subjects. These data were subjected to ANOVA and Chi Square Tests of significance to ascertain if there were differences between the students who were overage due to in-grade retention and those overage for other reasons. Research hypotheses were formulated as null statements which averred there would be no differences within or between groups and further, that there would be no differences between the groups with regard to gender, ethnicity, participation in Federal meal plans and identification as handicapped under the provisions of PL 94-142. Significance was demonstrated only in regard to reading scores of all subjects in the primary research hypothesis. This apparent significance may be due to other factors. The secondary research hypothesis was supported. The demographic hypothesis was supported in regard to gender and minority group membership. CONCLUSIONS AND RECOMMENDATIONS 1. This study supports other research evidence that overage students are at greater risk for failure to complete academically appropriate programs than are their age-appropriate cohort. 2. Indicators of school failure can be seen during the elementary school years in the population of students who are overage for their grades whether or not they were retained in grade. 3. There appears to be no distinction in terms of academic indicators of at-risk performance, absence and demographic considerations between subjects who were retained in-grade and those who were older for other reasons e. g ., starting school a year after the legally permitted age. 4. Disadvantaged, male, minority, and handicapped students were overrepresented in both groups. 5. This study adds validation to the literature which overwhelmingly fails to support retention or other interventions which leave students overage for grade. 6. Schools need to devise and install interventions other than in-grade retention and other practices rendering the student older than the age-grade cohort. 7. Educators should examine district policies regarding overage students and in-grade retention for congruence with research findings as opposed to the tacit belief systems of many educators, parents, community members and legislators.
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Fechtelkotter, Cody J. "A comprehensive study of the relationship of athletic participation to high school dropout." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007fechtelkotterc.pdf.
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Boccanfuso, Christopher. "The effects of interactive pedagogy during the ninth grade on high school dropout." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2347.
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Thesis (M.A.) -- University of Maryland, College Park, 2005.Thesis research directed by: Dept. of Sociology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Geldenhuys, Philip Rudolf. "Exploring school dropout among males in the greater Cape Town area, South Africa." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23404.
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The unofficial state of education in South Africa is announced annually by means of the Grade 12 results, also known as the National Senior Certificate. As a result, little attention is given to the more than half or at least 500 000 South African learners who drop out of the school system annually. Consequently, scholarly work dealing with topics relating to school dropout in South Africa is limited. This study moves the focus to a specific population group who are at risk of dropping out of school, namely male learners in poor communities. An exploratory qualitative study was undertaken to determine what the main factors are that are influencing school dropout among males in the greater Cape Town area of South Africa. The participants in this study included 49 key informants, including male school dropouts, teachers, school principals, representatives of the Western Cape Education Department, and parents of male school dropouts. Using in-depth individual interviews and focus group discussions, it was possible to establish that male school dropout is influenced by an array of factors of which some can immediately precede departure from high school while others could have happened years earlier in primary school or even before. The thesis established in this dissertation is that most of the influences on male school dropout are primarily institutional. In other words, the underlying narrative emphasising male school dropouts as the main contributors to this outcome is misleading. Indeed, most of these influences are amplified by practices within the institutional context, especially the school. A localised theoretical framework for male school dropout in South Africa is constructed with the support of Rumberger and Lim' s (2008) conceptual framework and can be understood within the school dropout models of both Finn (1989) and Tinto (1975). Furthermore, the total absence of school dropout records and statistics on a school and local district level keeps role players unaccountable for this action. As a result, teachers, school principals and Western Cape Education Department representatives are either ignorant of or paralysed by the complexities and extent of school dropout among males. Therefore, this study aims to lay the foundation for further research to inform and empower the aforementioned role players to address this problem.
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Greenwood, Susan Lindsley. "A Study of Washington Secondary Principals' Perceptions of Effective Dropout Prevention Policies and Programs." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/1191.
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This study examined what Washington high school principals perceive to be the most effective dropout prevention policies and programs. The population included all public high schools in the State of Washington. Five questions were posed: 1. (a) What preventative measures, intervention programs or student services designed to enhance environmental and personal factors are perceived to have reduced dropout rates? (b) Does the availability of those services and programs account for a significant difference in the actual dropout rates? 2. (a) What personal/psychological factors characterize potential dropouts? (b) Do these identifying characteristics account for a significant variance in the actual dropout rates? 3. (a) What environmental factors influence dropout rates in the schools? (b) Do these factors account for a significant variance in the actual dropout rates? 4. What intervention programs or student services are available in the sample? 5. What demographic factors in the sample schools significantly affect dropout rates? The study incorporated both quantitative and qualitative methodology. Ninety six questionnaires were returned for a response rate of 64 percent. The survey gathered information about each school's demographics, opinions about potential dropouts' identifying characteristics, opinions about the school environment availability of services and programs in each building and district, and which programs they felt to be the most effective, ranking the top ten from a list of twenty possible programs, policies, or services. Six schools were visited and their principals were interviewed to get additional information about their programs and effectiveness. Data was statistically analyzed using ANOVA, multiple regression, and paired comparisons. The policies, services, and programs felt to be most effective were: In-house progressive discipline, vocational programs, a written building attendance policy, out-of-building alternative programs, cooperative work programs, freshman bonding programs, small group advisories, in-building alternative programs, a written district attendance policy, a required life skills class, honors courses, and alcohol/drug-related programs. Available programs accounting for a variance in actual dropout rates were: Monetary incentives, child care facilities, English taught as a second language, honors courses, and parent effectiveness programs. Identified personal characteristics accounting for a variance in actual dropout rates were: Working full-time, low self-esteem, parents' background, low grades, teen pregnancy, and being of a racial minority. Environmental factors accounting for a variance in actual dropout rates were: High parent and community involvement with the school, self-esteem classes and small-group advisories, and the Excellence reform. Demographic factors accounting for a variance in actual dropout rates were: economic stability, gender of principal, and use of free school lunch. The research suggests that those programs and practices accounting for a variance in actual dropout rates should be examined for their interaction of involved factors. If the discussed personal and environmental factors are present, those effective interactive practices should be implemented in order to reduce dropout rates.