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Dissertations / Theses on the topic 'Students at risk'

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Published: 4 June 2021

Last updated: 26 July 2025

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1

Husby, Stacey J. "Students' perceptions about students at risk." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998husbys.pdf.

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2

Williams, Glenda Guenther. "A Comparison of At-Risk Students Receiving an Academic Support Program with At-Risk Students Receiving no Academic Support Program." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278636/.

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The problem of this study was to determine if at-risk students who were enrolled in an educational support class for one hour a day would have an improvement on the four at-risk indicators being measured over students not enrolled in the academic support program. The four at-risk indicators are grade point average, self-concept, days absent from school, and discipline referrals. The hypothesis formulated for this study predicted no significant difference in mean scores of the four measured indicators between groups. These indicators were measured by the Piers-Harris Children's Self-Concept Sca

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3

Bean, Pamela W. "Curriculum for At Risk Students." UNF Digital Commons, 1991. http://digitalcommons.unf.edu/etd/186.

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This curriculum project reviews the research on students who have been labeled drop-outs and/or low-achievers. Several different types of teaching models were reviewed to determine the best model to be used for drop-out and/or low-achieving students. The project includes curriculum materials that correspond to the Minimum Level Skills objectives for the General Math II course designated by the Duval County School System in Florida. The curriculum also corresponds to the required textbook for the General Math II course. This project strives to increase the ability of the students in the Graduat

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4

Norris, Mark D. "At Risk Students and Resiliency." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/62.

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Many “at risk” students are successful in middle school and high school, and are college bound, despite the fact that they face numerous factors that place them at-risk for academic failure or for dropping out of school. One of the key factors that makes these students unique and academically successful is resiliency. Resiliency is identified as the ability to recover or adjust easily from misfortune or change. Resiliency might also be defined as an individual’s ability to effectively cope with challenges in a stressful environment. However, this definition does not account for those who ar

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5

Newmark, Ananda. "Student Engagement in Undergraduate Social Work Education Among “at-risk” Students." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4450.

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College student engagement is an important factor that contributes to student success. This study is one of the first to explore student engagement in undergraduate social work education by examining engagement levels among at-risk social work students. In this study, two types of at-risk student groups were studied: First Generation College Students (FGCS) and transfer students. A cross sectional research design was used. Secondary analysis was performed on data gathered by the National Survey of Student Engagement (NSSE) from five accredited, Bachelor of Social Work (BSW) programs in one

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6

Rokosh, Rhonda Marie. "Transition planning for at-risk students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23479.pdf.

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7

KROEGER, STEPHEN D. "THE VOICE OF STUDENTS AT RISK." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1069275029.

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8

Boon, Helen. "Students at risk a bioecological investigation." Saarbrücken VDM Verlag Dr. Müller, 2008. http://d-nb.info/988949903/04.

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9

Bork, Katie D. "Self-esteem in at-risk students." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008borkk.pdf.

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10

Desiano, Thomas Anthony, Douglas Ellis Dill, and Matthew John Raith. "Identifying and motivating at-risk students." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1562.

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It is the goal of this program to identify these at-risk students, track their grades, and incorporate a tutorial program to motivate and build their self-esteem and ultimately, their academic performance. This program can succeed with the proper administrative support, teacher involvement and parent and community assistance.

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11

Murphy, Heather Elise. "Suicide risk among gay, lesbian, and bisexual college youth /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7522.

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12

Guin, Autumn Hope. "Sexual Risk Behavior in College Students: Does the parent-college student relationship impact students? condom use?" NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-11032005-103512/.

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College students are at high risk of contracting sexually transmitted diseases, including HIV/AIDS due to the high frequency of unprotected sexual activity (Centers for Disease Control and Prevention, 2003). Condom use research among college aged youth has primarily concentrated on individual decision making processes with some recent focus on the impact of peer norms. To further understand college students? choices regarding sexual risk behavior, the current research examines the influence of the parent-college student relationship on college students? decisions about condom use. Building on

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13

Johnson, Colleen Marie. "Examining at-risk students' perceptions of the role and function of school counselors /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131566320.pdf.

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14

Mosier, Virginia L. (Virginia Lou). "A Comparison of Academically At-Risk Students in Coordinated Vocational Academic Education Cooperative Education Programs With Non-Vocational Academically At-Risk Students." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331607/.

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The research problem was to determine the perceived mean self-concept attitudes of academically at-risk students in Coordinated Vocational Academic Education (CVAE) cooperative education programs with at-risk students in regular academic programs as measured by the Piers-Harris Children's Self-Concept Scale.

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15

Shih, Tzymei Alexasia. "Against the odds : college-bound at-risk minority students /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7529.

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16

Williams, Judith Eaton. "Student Engagement among At-Risk Middle School Students with and without Disabilities." Thesis, Dallas Baptist University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13428248.

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<p> Every year millions of students drop out of school. Research indicates that student engagement is a major indicator of whether a student will or will not complete high school (Jackson, 2015). A student’s decision to drop out is not an instantaneous event, but one that occurs because of a developmental process of withdrawal (Finn, 1989). Student engagement is a student’s feelings of connectedness, belongingness, and valuing of school, developed early in a student’s academic career (Voelkl, 1997). Increased student engagement offers students a chance to increase their achie

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17

Ford-Harris, Monica Cristie. "Caring for at-risk students teacher involvement and students' lived experiences /." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000074.

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18

Smith, Renee M. "College debt : an exploratory study of risk factors among college freshmen and its effect on college choice /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131464726.pdf.

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19

Chilton, Bonnie Janine. "An intervention plan for "at risk" students." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2164.

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This project consists of two, two-week thematically planned language arts units containing all the components of a balanced literacy. It was created to teach second and third grade at risk students at Chester Morrison Elementary School, in Menifee, California during two weeks of their off track time. Both sessions have daily detailed plans for the teacher outlining all the components of a balanced literacy program. Both sessions contain relevent books that students make and take, shared reading to increase comprehension and skill building, and constant literacy opportunities.

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20

Bucher, Laura. "The Impact of Music on Behavior in High-Risk Students." Wittenberg University Honors Theses / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1617189583713576.

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21

GHASEMI, ABOLFAZL. "Application of Survival Analysis in Forecasting Medical Students at Risk." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1535107693904394.

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22

Turley, Sarah E. "Risky business : a mixed methods exploration of sexual risk-taking in college students /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1208144651&sid=5&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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23

Kocak, Ozge. "Risk Taking Behaviors Among Turkish University Students: Perceived Risk, Perceived Benefit, And Impulsivity." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612568/index.pdf.

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The aims of the current study are to examine the relation of risk taking behaviors (RTBs) with perceived risk, perceived benefit, and impulsivity and also to investigate the moderator role of impulsivity on the relationships between engagement in RTBs and the predictors of the engagement in RTBs (i.e. perceived risk and benefit) after controlling the effects of age, gender, and self esteem. In order to measure engagement in RTBs, perceived risk, and perceived benefit, Modified Risk Involvement and Perception Scale (&Ouml<br>zmen, 2006) was adapted to Turkish culture in Study 1 by using Middle

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24

Turchik, Jessica A. "IDENTIFICATION OF SEXUAL RISK BEHAVIORS AMONG COLLEGE STUDENTS: A NEW MEASURE OF SEXUAL RISK." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1169848207.

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25

Drobney, Kristy Lynn. "Decision-making Processes and Developmental Capacities of High-risk College Students." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1339585548.

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26

Ho, Pui-king, and 何佩琼. "Values of at-risk students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960121.

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27

Merriman, Carolyn S., P. Ramsey, S. Blowers, and J. Grooms. "A Collaborative Program to Support at-Risk Students." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/8444.

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28

Tancock, Susan M. "At-risk students : the social construction of status /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487757723997587.

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29

Schmidt-King, Jennifer Anne. "An investigation of at-risk students career aspirations." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000schmidt-kingj.pdf.

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30

Ho, Pui-king. "Values of at-risk students in Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057933.

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31

Ward, Maeve. "Predicting functional decline in at-risk college students." Thesis, Boston University, 2013. https://hdl.handle.net/2144/12246.

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Thesis (M.A.)--Boston University<br>Objective: To determine the predictive value of childhood trauma, a family history of mental illness, resilience, depressive symptoms, and psychotic symptoms on functional decline in a Boston college student population. Methods: This study is an analysis of a subset of cross-sectional and longitudinal questionnaire data from a project entitled "A Multi-Site, Collaborative, University-Based Program for the Prevention of Youth Suicide" conducted by the Massachusetts General Hospital Depression and Clinical Research Program. This study analyzes data from screen

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32

Rehm, Lorraine Marie. "The perceived value of reading among at-risk students." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1167.

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It is critical that low socioeconomic families promote the value and worth of reading as a tool for lifelong learning. The significance of this study is to determine the relationship between reading ability and the value placed on reading by at-risk students.

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33

Esambe, Emmanuel Ekale. "Formartive feedback and essay-writing practices for at-risk students." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1962.

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Thesis submitted in fulfilment of the requirements for the Degree Magister of Education in the Faculty of Education at the Cape Peninsula University of Technology<br>The core problematique of this study is to establish a collaborative intervention strategy as a model that could facilitate the design and dissemination of appropriate formative feedback during essay-writing practices with at risk ECP and first-year students.

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34

Karcher, Robert Halpin Glennelle. "Variables related to academic success in pre-engineering for students at risk." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Educational_Foundations/Dissertation/Karcher_C_24.pdf.

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35

Martinez, Julia. "Event-history mediator models of college attrition risk goups and risk factors /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4992.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.<br>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 October 30, 2007) Includes bibliographical references.

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36

Tilson, Cynthia Mae. "Examining At-Risk Students Based on Their Attitudes toward Educational Factors: Is There a Gender Difference in Identification of At-Risk Students?" [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0627101-133111/unrestricted/tilsonc0713f.pdf.

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37

Storey, Elizabeth D. "Early Identification Of Students In Accelerated Curricula With Signs Of Academic And Emotional Risk: Working With Teachers To Identify At-Risk Students." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7579.

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As part of a comprehensive, multi-tiered system of support for students’ emotional, academic, and behavioral success, effective universal screenings are essential to identify students who may benefit from early intervention and targeted prevention services (Strein, Kuhn-McKearin, & Finney, 2014). Although many screening procedures and methods have been developed and evaluated for general education populations, more research is needed on screening procedures designed for one traditionally underserved population in school-based mental health services—students in accelerated curricula (namely, st

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38

Wallace, Kasie. "Risk Factors Identified in College Students Exhibiting Social Phobia." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1653.

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College life is a unique experience in the life of many young adults that presents many challenges for which they might not be prepared, including living away from home and adapting to a new social and academic environment. In particular, these experiences may be particularly adverse for students with social phobia and may be predictors of academic and social problems, and may even predict dropout. The purpose of the present research is to identify possible connections between socially phobic tendencies and the social, emotional, and overall well-being of college students. Social phobia itself

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39

Mann, Thomas Wesson. "Secondary students at risk of permanent exclusion who succeed." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/18791/.

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This thesis attempts to provide an understanding of the factors and issues influencing the success of students at risk of permanent exclusion from school. It is a single-site study and involves insider research. Research suggests that positive teacher-student relationships can serve as a protective factor to such students. Positive student-student relationships were also identified as a protective factor. Narratives collected from permanently excluded students suggest that the experiences of relationships with both adults and students in school are an important component for inclusion. A quali

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40

Buckner, Martha M., Mary S. Dietrich, Carolyn Merriman, and Jennifer Peterson Keeley. "Identifying at-Risk Nursing Students Using a Midcurricular Examination." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8516.

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The purpose of this study was to investigate the usefulness of the midcurricular HESI examination in identifying at-risk students early in their nursing program. The sample included baccalaureate nursing graduates from two university programs in the southeastern United States (n = 256). A quasiexperimental design was used to determine how well the midcurricular HESI predicted outcomes on the HESI E2 and the NCLEX-RN passing status while controlling for demographic and institutional covariates. The study used logistic regression and multiple linear regression to analyze the hypotheses. The midc

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41

Webb, Tamara Alyce. "Effective Instructional Strategies for At-Risk Rural Elementary Students." Ashland University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1213881981.

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42

Furey, Colleen A. "Risk Factors of Vicarious Traumatization in Psychology Graduate Students." Xavier University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396344984.

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43

Iventosch, Mieko Shimizu 1956. "Dialogue journals: Students' risk taking on content and form." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291884.

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This research, based on Halliday's functional concepts, examined students language use in a communicative event, dialogue journals, in a Japanese as a foreign language setting. Holistic evaluation and precise analysis of Japanese particles were used to study the relationship between students' attempts to express content, their attempts to use linguistic forms, and the success of those attempts. The main finding is that increasing attempts, both qualitatively and quantitatively, on content and form, enhanced meaning-making ability in Japanese; however, overly high risk-taking on content at firs

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44

Alshehri, Saad Zafir. "Health risk behaviours among university students in Saudi Arabia." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/405527/.

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This thesis investigates the features of common health risk behaviours (HRBs), namely, violent behaviours, sexual behaviours, smoking, drug use and unhealthy dietary behaviours, and patterns of engagement with these HRBs, among students at a Saudi university. The study includes a literature review covering the underlying reasons and consequences of HRBs, and explores existing theoretical models of HRBs in order to construct an appropriate theoretical model which underpins and guides this investigation. A mixed methods research methodology was used; quantitative data was collected using a quest

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45

Sokenu, Julius Oluwasola. "Motivations among at risk students in rural community colleges." Thesis, Boston University, 2004. https://hdl.handle.net/2144/32834.

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Thesis (Ed.D)--Boston University<br>PLEASE 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.<br>Is it possible for at-risk students attending a rural community college to succeed in attaining their stated academic goals if exposed to a retention program customized to suit the needs of students attending

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46

Sullivan, Eric David. "Being Sisyphus: A writing pedagogy for at-risk students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2450.

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This thesis discussess the limitations of the standards-based movement and suggests that some schools, especially those whose mission it is to work exclusively with at-risk students, need to be allowed to set local behavioral standards before any consideration can be given to setting and teaching academic standards. It mainly focuses on Phoenix High School, a community day school in the Corona-Norco Unified School District, and discusses how the standards based movement is not suited to meet the needs of its students.

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47

Ramsden-Meier, Joanna L. "Evaluating Retention Strategies for At-Risk Undergraduate Nursing Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/500.

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As there continues to be a nursing shortage and a lack of diversity in the nursing profession, it is important to retain at-risk students who have been admitted to nursing programs. The purpose of this program evaluation was to compare at-risk students who had not received retention services to at-risk students who had received retention services at a Midwestern college. A formative evaluation was conducted using information from three sources: the college, the students, and the community. Guided by a constructivist theory defined by Ponticell, this study examined the effectiveness of the rete

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48

Miller, Nicole Danielle. "Experiences of Peer Mentors Who Mentor At-Risk Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6927.

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With the number of underprepared, at-risk students entering college, many institutions have developed initiatives to help support student success. Previous research has shown that peer mentoring has been used to support student success, but there is limited research on the mentoring experience from the peer mentors' perspective. The purpose of the study was to explore the experiences and perceptions of peer mentors who mentor at-risk college students at a 4-year institution. Using a phenomenological design, 8 peer mentors were interviewed. This study was built on Lave and Wegner's theory o

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49

Smith, Loretta Marie. "Engaging at-risk vocational education students with mobile devices." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/90505/1/Loretta_Smith_Thesis.pdf.

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The potential of using mobile devices to increase learner engagement within a small group of at-risk vocational education students was studied through a qualitative case study. It was found that the use of mobile devices could be a strategy educators may use to reduce the barriers these students often encounter within traditional classrooms. Notions of interactivity, ease of use, existing familiarity and fluency were found to be fundamental variables that were central to the group's use of mobile devices. The study provides direction for educators looking for innovative ways to engage students

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50

Spitzer, Lorena Annette. "Student retention in the comprehensive public high school: A study of female at -risk students." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/2569.

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Studies of female at-risk students have proved minimal with specific regard to those leaving the comprehensive high school in order that they may attend alternative programs. Research on related literature concerning the history of education in the United States, effective instructional practices, appropriate grade level curriculum, school structure and climate, and at-risk students with emphasis on the female gender was examined. Studies were also completed using survey instruments and focused interviews involving students enrolled at three continuation high schools in northern California. St

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