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1
Schulz, Jennifer S. „Examining the relationship between day treatment participation and school attendance in truant adolescents and considering the factors that contribute to truancy“. Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001schulzj.pdf.
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2
Bell, Robert Howard. „An investigation of the effectiveness of a Saturday School Program in reducing the rate of truancy among ninth and tenth grade habitually truant students“. Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3297.
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This study was undertaken as an empirical investigation to determine whether the rate of truancy, grade point averages and attitudes toward school of habitually truant ninth and tenth grade students were affected after the student's participation in a mandatory Saturday School Program. Subjects were habitually truant ninth and tenth grade students chosen from two selected schools within the Whittier Union High School District in Whittier, California. Of the total sample of 130 students, a total of 55 students participated in a traditional (control) Saturday School Program and 75 students participated in an experimental Saturday School Program. Comparisons were drawn between the traditional and experimental groups and between the two grade levels and genders. Analysis of Variance (ANOVA) was the statistical technique used to assess the effect of the Saturday School Program on the variables identified. A researcher designed student opinionnaire was used to assess student attitude toward school. The main findings were: (1) habitually truant ninth and tenth grade students reduce their rate of truancy following participation in Saturday School. Ninth grade students showed a greater reduction in rate of truancy than did tenth grade students. (2) The grade point averages of habitually truant ninth and tenth grade students declined, as much as one-half a grade point in some cases, following participation in Saturday School. (3) The attitude toward school of habitually truant ninth and tenth grade students was not noticeably affected following participation in Saturday School. (4) For the three variables studied, participation in Saturday School was found to have a greater effect on habitually truant male students than on habitually truant female students. (5) For the three variables studied, there was no appreciable difference between the students who participated in the traditional Saturday School Program as compared with the students who participated in the experimental Saturday School Program.
3
Stromsnes, Wibecke Linn. „Possible selves and truancy in high school students“. Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2633.
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Traditionally, the “self” has been viewed as a unitary construct that is relatively consistent across time. More recently, however, Markus and Nurius (1986) have characterized the self as being a multifaceted, dynamic construct that includes representations of past selves, current selves, and the possible selves we hope to become or are afraid of becoming. These possible selves are important because they have motivational and cognitive components that serve as guides for present and future behavior. This study examined the relationship between the “possible selves” of high school students and the problem of truancy. Data were collected from 117 female and 52 male 9–12th graders enrolled in the Stockton Unified School District. The participants were given The Possible Selves Measure, The Self-Esteem Scale, and The Life Orientation Test-Revised. Measuring self-efficacy of possible selves could assist schools in “screening” students for potential attendance problems. In this way, schools could prevent students from reaching the point of non-attendance by identifying at-risk students early. (Abstract shortened by UMI.)
4
Retzak, Krump Amanda. „A data analysis of senior student truancy data for the Green Bay Area Public School District“. Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005retzakkrumpa.pdf.
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5
Jeter, DeWayne. „Home and school factors associated with high school truancy in a southeastern Virginia urban school district“. Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39923.
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The purpose of the study was to identify which additional factors that have been related to truancy are perceived by chronic truant students; additionally, the researcher wanted to know how demographic differences among chronic truant students (i.e., gender, socio-economic status, parental education, and their own education aspirations) related to these attitudes.
The research questions were: (1) What are chronic truant students' perceptions of student participation in school activities? (2) What are chronic truant students' perceptions of school curriculum? (3) What are chronic truant students' perceptions of relationships with counse1ors? ( 4 ) What are chronic truant students' perceptions of relationships with teachers? (5) What are chronic truant students' perceptions with administrators (6) What are chronic truant students' perceptions of family education expectations and goals? (7) What are chronic truant students' perceptions of parental involvement?Ed. D.
6
Baleinakorodawa, Leronio. „Causes of truancy from mainstream education for a group of Pasifika students enrolled in alternative education“. Click here to access this resource online, 2009. http://hdl.handle.net/10292/786.
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Research on the causes of truancy from mainstream education suggest that a range of factors such as poverty, ethnicity, the quality of relationship between students and teachers, and the nature of the classroom environment impact on students’ attendance in schools. The majority of the studies on truancy have been carried out with students in alternative education in the U.S.A and Australia. In New Zealand, research has focused on the truancy of Maori students. This study investigates the causes of truancy for Pasifika students in alternative education in New Zealand. Using a qualitative approach, data were collected using questionnaires and three focus group interviews. The findings from this study suggest that a number of factors affected students’ motivation to study. The behaviour of teachers and the school environment were found to affect the Pasifika students’ approach to learning. Some students had negative views of their own ability and lacked perseverance. Other students believed that a lack of parental or family support impacted negatively on their attendance. Consistent with the findings in other studies on truancy, this study found that a range of influences such as a lack of support from community leaders, students’ perceptions of their performance, the nature of the classroom environment, family structure, lifestyle factors and cultural and church activities contributed to Pasifika students’ truanting behaviour. This study suggests that schools that employ teachers who understand and empathize with the cultural aspects of Pasifika students and who can empathize with their situation will be most effective in preventing truancy among these students. Similarly, schools have dedicated programmes that accommodate the academic requirements of Pasifika students foster a more positive learning environment. Finally, schools should look to put in place initiatives to enable Pasifika parents to become effective partners in their children’s education.
7
Fairchild, James John. „Truancy Intervention: A Study of Dallas Independent School District Participants in the Dallas Challenge Truancy and Class C Enforcement Center“. Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4880/.
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This research examines agency data for participants in a truancy intervention program. Previous literature provides mostly descriptive information and fails to examine the effects of truancy intervention efforts. The analysis provides a profile of truant participants referred to the program and factors that correlate to successful completion of the program requirements. The results will be applicable to the study program as evaluation research and will be generalized for application to other truancy programs. Directions for future truancy research will be suggested based on the need to continue to evaluate truancy reduction efforts.
8
Evers, Andrea M. „Recent Graduates' Attitudes and Perceptions Regarding Truancy in Cairo School District #1“. Thesis, Southern Illinois University at Edwardsville, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10130130.
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Cairo School District has a chronic truancy rate that far exceeds the State of Illinois’ average. The purpose of the study was to understand the reasons for truancy at Cairo School District. Through data review and semi-structured interviews, the researcher was able understand recent graduates attitudes and perceptions regarding school attendance. Based on the finding of this research study, implications for practice emerged, and will provide the foundation to establish the necessary structures to improve educational and social emotional practices to improve student attendance.
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Van, Breda Maynard John. „Guidelines for empowering secondary school educators, In loco parentis, in addressing truancy among early adolescent learners“. University of the Western Cape, 2021. http://hdl.handle.net/11394/8372.
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Doctor EducationisIn view of my extensive experience as an educator and currently as an Educational Psychologist serving schools in the eastern Education Management and Development Centre (EMDC) of the Western Cape, I have become acutely aware of the occurrence of truant behaviour particularly among fourteen to fifteen year old secondary school learners. On the one hand I am moved by the plight of many learners particularly in the afore-mentioned age group, for whom the education system appears irrelevant or of little value and is apparently failing them. Some communicate this attitude by their frequent and at times prolonged absence from school. On the other hand, many educators have little sympathy with truants, since as professionals, educators feel that consistent school attendance is essential if learners are to make satisfactory progress. Moreover, it is also my perception that educators' work loads and the organisation of schools, currently ensure that very few educators have the time to become closely acquainted with those individual learners who manifest their displeasure with schools - and them - by truanting. In turn, this breakdown in communication between educators and truants, makes implementing successful reintegration strategies immensely difficult. In fact, such is the pressure on today's educators, that some staff are greatly relieved at the prospect of instructing fewer learners, especially if the absentees are those who may be troublesome, backward, require extra attention in class or behave badly (Reid, 2002:5). Furthermore it has also come to my attention that educators feel that their prime duty and responsibility is to regulate attendees, higher achievers, as well as learners who conform and wish to do well at school. Hence, regular attendance appears to be the best barometer of this conformist attitude.
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Van, Breda Maynard John. „Guidelines for empowering secondary school educators, in loco parentis, in addressing truancy among early adolescent learners“. Thesis, University of the Western Cape, 2006. http://hdl.handle.net/11394/8481.
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Doctor EducationisThis study examined the prevalence and the nature of truancy among early adolescent learners attending secondary schools in the Education Management and Development Centre (EMDC) in the eastern metropole of the Western Cape. The main purpose of the study was to answer the following question: How can secondary school educators, in loco parentis, be equipped with the required skills and resources in order to deal with the issue of truant behaviour among early adolescent learners? A comprehensive literature review was conducted to explore the character and extent of truancy. Thereafter, various theories of child development were highlighted, followed by a synopsis comprising different dimensions of the development of the early adolescent learner. The empirical investigation was carried out through quantitative as well as qualitative research methodology. A focus group interview was conducted with six learners, offering them an opportunity to express their perceptions and experiences as truants. Interviews were conducted with principals to obtain their impressions regarding truant behaviour. Thereafter, a questionnaire, which investigated truancy related aspects such as interaction with peers, parents and caregivers' involvement in learners' school activities, educators' influence on learners' school work and learners' self-esteem regarding their schooling, was administered to three hundred learners. The quantitative investigation revealed significant aspects about truant behaviour, indicating that predominantly more male than female learners (173 male and 26 as in the case of the present study) display this type of behaviour, truants generally originate from single parent families, and that they experience their educators and learning environments as extremely negative. Finally, two in-depth case studies were conducted on two learners, one identified as a truant and the other as a non-truant respectively. The purpose of the in-depth studies was to explore possible differences in their experiential worlds. Although the qualitative data is not generalisable, the findings of the case studies have revealed significant differences in the life worlds of the two learners. Comparatively speaking, it appears that non-truant learners are significantly better adjusted on all their functioning levels than truant learners. The results of the empirical investigation were compared with relevant findings which emerged from the literature study. Based on the present investigation, the study was concluded by offering a range of recommendations to secondary school educators, in loco parentis, empowering them in addressing the phenomenon of truancy among early adolescent learners in the Western Cape with its distinctive problems.
11
Kolic, Victoria, und Therese Nyhlén. „The role of peers’ background, peers’ school adjustment and peer delinquency in predicting immigrant youths’ school adjustment“. Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-65597.
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Mathiesen, George Stephen. „Perceptions Of California Continuation High School Principals Of Effective Non-Classroom Actions In Combating Student Truancy“. Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3399.
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The purpose of this study was to gather and apply statistical treatments to measure the perceptions of California continuation high school principals relative to the effectiveness of various non-classroom actions in combating student truancy. This study was designed to develop a prioritized listing of non-classroom actions in combating student truancy and to determine if significant differences existed in perceptions of California continuation high school principals based upon respondents' school size as determined by the number of certificated staff members, sex, years of employment in education, years of experience in California continuation education, and years of employment as a California continuation high school principal.
One hundred eighty six California continuation high school principals were randomly selected to participate in the study. One hundred forty six research questionnaires were returned, which equates to a 78 percent sample return.
To determine the relative importance of the various non-classroom actions in combating student truancy a mean score was determined for each item comprising the research questionnaire. The actions were then ranked in order of perceived importance. On a 5 point Likert rating scale four actions received a mean score of at least 4.00, thirteen received a mean score between 3.99 and 3.00, six received a mean score between 2.99 and 2.00, and two received a mean score below 1.99. An analysis of variance was utilized to determine if statistically significant differences existed at the .05 level among groups based upon respondents' school size, sex, years of employment in education, years of experience in California continuation education, and years of employment as a California continuation high school principal. Fisher's Least Significant Difference Multiple Comparison Procedure was utilized to determine where differences existed. One significant difference was detected based upon school size, five significant differences were detected based upon years of employment as a California continuation high school principal, and six significant differences were detected based upon sex. No significant differences were detected based upon years of employment in education or years of experience in California continuation education. Recommendations for use, based upon item mean score and percentage of field experiential use, are made.
13
Sheldon, Nicola. „School attendance 1880-1939 : a study of policy and practice in response to the problem of truancy“. Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:b7dc1538-a888-43b6-99e0-c57ab1567dc0.
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The thesis covers two sides of the truancy problem in the period following compulsory school attendance - the truanting children and their parents, and the local authorities charged with enforcing the law. The introduction covers current concerns about truancy and school attendance, which have increased in prominence since the 1980s. Chapter 2 reviews the historiography, which has mainly debated working-class attitudes towards compulsory schooling in the nineteenth century. This study draws instead on the insights of development economists into household decision-making over children's schooling to investigate the effectiveness of enforcement in several contrasting localities - rural and urban, industrial and agricultural, and in a seaside resort. The thesis brings together evidence to show that local authorities could make an impact on attendance levels, even in unpropitious local circumstances. Chapter 3 considers the success of measures to improve attendance up to 1900. Chapter 4 offers a detailed case study of a sample of truants and their families from Coventry in the period 1874-99. Chapters 5 to 7 cover 1900-39 and demonstrate changes in the enforcement of attendance, within the context of growing local government services related to child welfare and the family. Attendance officers' local knowledge of working-class families supported the delivery of child welfare legislation in the period after 1906, including special education, assessment of families for free school meals, assistance with medical treatment and the policing of restrictions on children's street trading. Attendance officers also supervised children deemed at risk of offending, who were committed to institutions. These additions to the enforcement role led increasingly to a remedial, rather than punitive, approach to truancy during the 1920s and 30s. The conclusion returns to contemporary policy issues over truancy and sets in context the historical reasons why it has proved such a long-standing problem for government and schools.
14
Blevins, Selina Michelle. „A Study of Student Perceptions Regarding Attendance in a Rural East Tennessee High School“. Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1845.
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The purpose of this study was to ascertain the perceptions of high school students' reasons for truancy.
Findings of the study revealed the perceptions of 916 high school students enrolled in an East Tennessee high school.
The review of literature concerning attendance revealed absenteeism as a problem that either directly or indirectly affects all educational stakeholders. Data gathered from the student surveys indicated students are absent from school for a variety of reasons including, but not limited to, peer pressure, poor relationships with teachers and administrators, a disconnectedness from their schools, not being interested in the curriculum, bullying, and low self-esteem, substance abuse, language barriers, lack of appropriate social skills, and sexual activity or consequences thereof (pregnancy, teen parenting).
15
Swartz, Victoria Valerie. „A grounded theory study of parents' experiences in the school environment when dealing with their children's school attendance“. Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1435141538.
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Herre, Christine. „Svikna löften? : Fem unga män på en anstalt i Sverige och deras upplevelse av sin egen skolgång“. Thesis, Södertörn University College, Lärarutbildningen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1091.
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This study is about inmates, who reflect upon their time in school, their experiences of school and how different things have influenced and affect them later in life. The aim with this study is to examine how different kinds of school related issues have affected the inmates in different ways. The aim is also to look at how school can spot in early years, children within the danger zone and provide for those children, so that they can be helped in different ways and so that they can be able to achieve different in life, not to end up becoming criminals later in life.
The main questions in this study are:
How did the chosen inmates experience their time in school?
Can you by looking at research tell that these persons already in their childhood were children within the danger zone?
What kind of school related issues could have contributed to a criminal lifestyle later in life?
The result of this study shows that all five have been children within the danger zone. In all five cases there have been school related issues that have affected those men. Issues such as; truancy, bullying, school defection, difficulties of concentrating and reading- and writing disorders. Issues which are to be seen as issues that could lead to a criminal lifestyle later in life.
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Bernel, Rene Teruko. „Examination of the Implementation of a Mandated Attendance Policy in Ohio School Districts in the Midst of COVID-19“. Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu162453189056093.
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Munuera, Giner Francisca. „Adolescentes sujetos a medidas judiciales en la región de Murcia: una aproximación desde la evolución social y educativa“. Doctoral thesis, Universitat de les Illes Balears, 2014. http://hdl.handle.net/10803/284227.
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Las conductas delictivas protagonizadas por adolescentes obtienen una relevancia social mayor que las protagonizadas por los adultos como consecuencia de una percepción social de la delincuencia basada en la repercusión social de los medios de comunicación de casos muy graves que provocan gran alarma social. Sin embargo las cifras de los delitos cometidos por menores, tanto en España como en otros países de nuestro entorno, no son tan elevadas como suele considerarse por la opinión pública. En este trabajo mostramos la evolución de la delincuencia juvenil en España y en la Región de Murcia, desde la perspectiva de los procesos de exclusión social y educativa que generan cada vez mayor vulnerabilidad.
Sostenemos que existe una trayectoria vital de un pasado, presente y futuro que experimentan los adolescentes en conflicto con la ley y, lejos de visiones catastrofistas repletas de connotaciones negativas, pretendemos aportar una descripción de la situación de los adolescentes sujetos a medidas judiciales en la Región de Murcia desde la consideración de la delincuencia juvenil como un fenómeno social que afecta especialmente a adolescentes que viven trayectorias de vulnerabilidades diversas desde lo social y desde lo educativo. Creemos que es necesario aproximarse al estudio de la delincuencia juvenil desde visiones ecológicas que tengan en cuenta los aspectos familiares, personales y del contexto de iguales pero, sobre todo, los educativos. Utilizando la metodología de las historias de vida queremos dar voz a los adolescentes a los que solo se les conoce por lo que hacen puntualmente en el lugar de la conducta delictiva. Sostenemos que existe una trayectoria vital de un pasado, un presente y un futuro en el que todos estamos implicados.Criminal behavior carried out by teenagers get more than starring adults as a result of social perceptions of crime based on the social impact of the media of severe cases causing great alarm social relevance. However the numbers of crimes committed by juveniles, both in Spain and in other countries around us are not as high as is often seen by the public. In this paper we show the evolution of juvenile delinquency in Spain and the Region of Murcia, from the perspective of the process of social and educational exclusion that generate increasing vulnerability. We argue that there is a life history of a past, present and future experienced by adolescents in conflict with the law and far from catastrophic visions full of negative connotations, we aim to provide a description of the situation of adolescents subject to legal action in the Region Murcia from the consideration of juvenile crime as a social phenomenon that particularly affects teenagers living paths several vulnerabilities from the social and from the school. We believe it is necessary to approach the study of juvenile delinquency from ecological views that take into account the family, personal and context of equal but especially educational aspects. Using the methodology of the life stories we want to give a voice to teens to recognize that they are only doing so on time at the place of the criminal conduct. We argue that there is a life story of a past, a present and a future in which we are involved.
Les conductes delictives protagonitzades per adolescents obtenen una rellevància social major que les protagonitzades per adults com a conseqüència d’una percepció social de la delinqüència basada en la repercussió social dels mitjans de comunicació de casos molt greus que provoquen gran alarma social. Malgrat tot, les xifres dels delictes comesos per menors, tant a Espanya com a altres països del nostre entorn, no són tan elevades com se sol considerar per l’opinió pública. En aquest treball mostrem una evolució de la delinqüència juvenil a Espanya i a la Regió de Múrcia, des de la perspectiva dels processos d’exclusió social i educativa que generen cada vegada major vulnerabilitat. Mantenim que existeix una trajectòria vital d’un passat, present i futur que experimenten els adolescents en conflicte amb la llei i, lluny de visions catastrofistes repletes de connotacions negatives, pretenem aportar una descripció de la situació dels adolescents que viuen trajectòries de vulnerabilitats diverses, des d'allò que és social i des d'allò que és educatiu. Pensem que és necessari aproximar-se a l’estudi de la delinqüència juvenil des de visions ecològiques que tinguin en compte els aspectes familiars, personals i del context d’iguals però, sobretot, els educatius. Utilitzant la metodologia de les històries de vida volem donar veu als adolescents als quals sols se’ls reconeix pel que fan puntualment en el lloc de la conducta delictiva. Mantenim que existeix una trajectòria vital d’un passat, un present i un futur en el qual tots hi estem implicats.
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Robertsson, Veronika, und Christian Morrison. „“Extra tålamod, extra tid och lite extra kärlek” : En kvalitativ studie om gymnasielärares upplevelse av att arbeta med korridorselever“. Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84276.
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Within Swedish Secondary Schools, truancy has been an increasing concern over the last eleven years. A specific form of truancy is so called in-school truancy where the student is basically within the school corridors but to a lesser degree attends the lessons. Despite the well documented risks concerning for example employment, income and health and the vast literature demonstrating the importance of teacher experience to promote successful student outcomes, little attention has been given to both teacher experience of truancy and in-school truants in a Swedish context. This master thesis explores Swedish secondary teachers’ experience of working with in-school truants. Four secondary teachers working on an Introduction Program in Sweden were interviewed. The interviews were analyzed using Interpretative Phenomenological Analysis (IPA). Through this analysis six comprehensive themes were constructed: Multifaceted Role- and Responsibility Description, Structure for Security and Consensus, Hope and Credence Embodied, Relationship building Obstacles and Value, Meaningful, Manageable and Rewarding Work and Solidarity as the Solution and Shield. Understanding of the results was deepened through theoretical connections to results that were particularly distinctive. Some of the issues discussed were theories related to work culture, collegial support, self-efficacy, roles, responsibility, relationship building and teacher-student relationships. The results show that the teachers who participated experience their work with this group of students as one with extra demands. Despite extra demands, neither an excess of demands nor unmanageability were experienced. Rather a conviction was evident regarding the possibility to influence these students despite their form of truancy as well as a feeling of purposeful work. This was something which partly distinguished the findings from previous literature found on the subject. The teachers' experiences further suggest that colleagues and work culture constitute important aspects of the work experience. It is also evident that the teachers involved in this study work within a dynamic field where the teacher needs to balance and continuously reflect upon their way of working. Finally, from the teachers’ perspective, in-school truancy was not considered the most problematic or relevant to distinguish from other sorts of truancy.Inom svenska gymnasieskolor har ogiltig frånvaro blivit ett allt större bekymmer under de senaste elva åren. En specifik form av frånvaro är så kallad in-school truancy (på svenska korridorselever) där eleven i stor utsträckning befinner sig i skolans område men i låg utsträckning går på undervisningen. Trots väl dokumenterade risker avseende bland annat anställning, inkomst och hälsa och den utbredda litteraturen som finns på betydelsen av lärares upplevelse för gynnsamma elev utfall har både lärares upplevelser av frånvaro samt korridorselever fått sparsamt med uppmärksamhet i en svensk kontext. I föreliggande studie undersöktes gymnasielärares upplevelser av att arbeta med korridorselever. Fyra gymnasielärare på ett Introduktionsprogram i Sverige intervjuades. Intervjuerna analyserades med hjälp av Interpretative Phenomenological Analysis (IPA). Av resultatet konstruerades sex övergripande teman: Mångfacetterad roll- och ansvarsbeskrivning, Struktur för trygghet och samsyn, Hopp och tilltro förkroppsligat, Relationsbyggandets hinder och värde, Det meningsfulla, hanterbara och givande arbetet och Gemenskapen som lösning och sköld. Förståelsen av resultatet fördjupades genom att diskuteras i förhållande till studier, däribland har teorier kopplade till arbetskultur, kollegial stöttning, self-efficacy, roller, ansvar, relationsskapande och lärar-elevrelationer lyfts. Resultatet visar att de lärare som deltagit upplever sitt arbete med elevgruppen som ett arbete med extra krav. Trots ökade krav finns inte upplevelsen av överkrav eller ohanterbarhet. Snarare fanns en övertygelse om möjligheten att påverka dessa elever oavsett frånvaro samt känslan av att ha ett meningsfullt arbete. Detta var något som till viss del skiljer resultatet från tidigare litteratur på ämnet. Lärarnas upplevelser antyder vidare att kollegor och arbetskulturen utgör viktiga aspekter av arbetsupplevelsen. Det framkommer även att lärarna i studien arbetar i ett spänningsladdat fält där läraren behöver balansera och kontinuerligt reflektera kring sitt eget arbetssätt. Slutligen, enligt de intervjuade lärarnas upplevelser, framkommer korridorseleverna inte som mer problematiskt eller meningsfullt att skilja på från andra typer av frånvaro.
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Moseki, Monkie Muriel. „The nature of truancy and the life world of truants in secondary schools“. Diss., 2004. http://hdl.handle.net/10500/1414.
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Truancy is one of the problems that exist in schools and affect learners' performance. The aim of the current study was to determine how truancy manifests and also to explore the life world of truants in secondary schools.
From the literature review, the two types of truancy, namely blanket truancy and post-registration truancy were described. Various programmes and approaches used in truancy intervention were explored.
An empirical investigation was undertaken with a sample of 758 Grade 10 learners from three secondary schools. The results indicated that significantly more males than females engaged in truancy. There is also a significant dependency between learning problems and truancy.
The results of the study were analysed and recommendations for intervention and for further study were made.Educational Studies
M.Ed. (Guidance and Counseling)
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Khoza, Nelisiwe Cynthia. „Truancy in black schools : the role of peers“. Thesis, 2014. http://hdl.handle.net/10210/9863.
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M.Ed. (Educational Guidance)Truancy is a grave problem because truants are wasting their opportunities and are in danger of not becoming productive members of society. Teachers, parents, peers, psychologists, psychiatrists and other important people (see Chapter 5) can play a decisive role in preventing truancy. The literature study states that peer group pressure is one of the main causes of truancy (see Chapter 2) . An empirical research study has been done at Mamelodi high schools. Certain criteria were followed in order to identify truants (see Appendix B). Chapter 4 shows clearly the results of the research project. The significant findings are as follows : more truants are among std 9 than std 8 more truants than non-truants have failed three times or more more truants than non-truants expect to obtain lower marks in the coming examination ; more friends of truants than those of non- truants expect them to obtain lower marks in the coming examination ; truants have less friends than non-truants who are at school ; truants have less friends than those of non-truants who think they are good in their school work.
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Hunt, Melissa Kathryn. „Predicting High School Truancy and Academic Performance Among Students in the Appalachian South“. 2007. http://trace.tennessee.edu/utk_graddiss/195.
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Truancy and academic underachievement are significant problems among adolescents. Considering the historical emphasis on studying delinquency in populated urban areas, a more concerted effort is needed to examine this issue in rural areas to determine the extent to which findings are culturally generalizable. As a move in this direction, truant behavior was examined in an East Tennessee county in the southern region of the Appalachian Mountains. The primary objective of this exploratory investigation was to assess personality, behavioral, religious, and environmental factors most associated with high school absenteeism and academic achievement in the Appalachian south. Participants were 374 adolescents in grades 9 through 12 who attended four different high schools in a rural county in East Tennessee. Results of the current study lend some support to the notion that problem behaviors tend to cluster within individuals and be inversely related to academic performance. Having set rules and boundaries within the home was found to be important in preventing truant behavior among this high school sample. Participation in prosocial activities was not supported as a protective factor against problem behaviors to the extent that has been found in other samples. Regression analyses indicate that alcohol use and increased sexual activity were especially strongly associated with truant behavior and academic underperformance, as well as the possibility of a cumulative negative effect of absenteeism on G.P.A. over time.
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„School facilities in the nation's capital: An analysis of student achievement, attendance, and truancy“. THE GEORGE WASHINGTON UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3349627.
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Muzyka, Chantal. „Truancy in elementary schools: gaining a perspective in the use of the Walking School Bus Program“. 2013. http://hdl.handle.net/1993/18310.
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Currently, attendance issues are prevalent in academic settings. When students do not attend school, it has an effect on their education and on the community at large. This study looked at the issue of truancy at the Early Years level and focused on studying one possible solution: the Walking School Bus Program. In this program two Community Outreach Workers were hired to walk students with attendance issues to school on a daily basis. A qualitative study was completed to obtain the perspectives of key individuals involved in the Walking School Bus program.
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Badarch, Javzan, und Javzan Badarch. „Prevalence and Factors Associated with Truancy among in School Adolescents: Findings from the 2010 Mongolia Global School-based Health Survey“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/98478434061015522322.
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碩士亞洲大學
健康產業管理學系健康管理組
101
Background: Truancy is an important determinant of diverse health outcomes. It jeopardizes students chances of achieving their educational goals. Among school-going youths, truancy is associated with illicit drug use, alcohol use and cigarette smoking, poor academic performance, dropping out from school and suicidal behavior. In Mongolia, however, there has not been a complete analysis of truancy. The objectives of this present study were to determine the prevalence of truancy and identify the associated factors among in school adolescents in Mongolia. Methods: This study utilized data from the Mongolia Global School-based Student Health Survey (GSHS), 2010 conducted by the WHO in collaboration with the Ministry of Education and Ministry of Health. The survey was collected from a representative of 5238 students in grades 7 to 11 in Mongolia. The dependent variable was selected by a question related to being truant and an other 10 questions with potential risk for being truant were taken as independents for analysis. Data was analyzed by SPSS 17. Results: In this School Health Survey, 27.7% (35.8% male and 21.4% female) of participants reported being truant in the 30 days of the survey. Being a male (AOR=2.184; 95%CI [1.905-2.504]), such factors as increasing a school grade (AOR=1.207; 95%Cl [1.107-1.316]), carrying a weapon (AOR=1.375; 95%CI [1.048-1.804]), being bullied (AOR= 1.303; 95%Cl [1.114-1.524]), feeling hungry (AOR=1.329; 95%CI [1.157-1.527]), ideation of suicide (AOR=1.406; 95%CI [1.177-1.678]), and sleeplessness (AOR=1.322; 95%CI [1.146-1.525]) were significantly associated with being truant. In this study, age, location, and attempts at suicide were not significantly associated with being truant. Conclusion: The prevalence of being truant among Mongolian in school adolescents was initially reported. Students who reported being truant were more likely to be male, senior students, carry a weapon, and victims of bullying. Further characteristics included hunger, ideation of suicide, and insomnia.
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Masithela, Nepo Justice. „An investigation of the role that high school teachers can play in reducing truancy in the Galeshewe area, with specific reference to Tlhomelang High School“. Thesis, 1992. http://hdl.handle.net/10413/3148.
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This research report looks into the factors that cause truancy
among secondary school pupils. The aim is to establish ways in
which the African Secondary School teachers can manage the
problem. It is argued that the causes of truancy are multifaceted. Thus in attempting to understand these causes and to develop
strategies to manage truancy, several approaches are considered,
which focus on the individual truant, the family, the community
and, in particular school, related factors. Empirical research was undertaken in the Galeshewe, Kimberley area with particular reference to Tlhomelang High School. Questionnaires were administered with the staff and interviews were conducted with both staff and pupils. Data was also obtained from official records.
It is concluded that a major cause of truancy is the absence of
a culture of teaching and learning. A number of recommendations
are proposed to manage these problems.Thesis (M.Ed.)-University of Natal, Durban, 1992.