Dissertationen: „School attendance“

1

Cosme, Marilyn. „What impact does an attendance incentive program have on student attendance? /“. Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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2

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

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

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3

Meredew, Victoria. „Perceived control and school attendance“. Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/perceived-control-and-school-attendance(1d33d2ef-f07c-45d6-af17-3d30acfa7fba).html.

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This research explores the link between pupils’ perceived control and their level of attendance in school. Whilst there is research into the link between perceived control and disaffection in pupils it has not been possible to identify any research which links school non-attendance to perceived control. Research into pupils’ reasons for non-attendance identified a range of different factors, many of which the author felt could be attributed to perceived control. Forty-one participants took part in the study. Participants were male and female year nine pupils at two secondary schools in the north west of England. Participants were grouped according to their levels of attendance as high (98%+) attenders, mid-range attenders (90-94%) and low (below 80%) levels of attendance. Participants’ levels of perceived control were measured using the Multi-dimensional Measure of Children’s Perceptions of Control (MMCPC) (Connell 1985). This research also explored the pupils’ experiences of school using appreciative inquiry. Responses on the MMCPC were analysed using a one way ANOVA and descriptive statistics. No significant differences were found between scores for each of the attendance groups and the reasons for this are discussed. Thematic analysis of focus groups with an appreciative inquiry structure identified key themes raised by pupils in regard to positive experiences in school. The findings for both parts of the research are discussed and suggestions for the implications for future research and the practice of teachers and educational psychologists supporting attendance in school are made.

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4

Wiehe, Jennifer Nelson. „Skipping school : an exploratory study of truancy /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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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.

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6

Gingras, Kara. „Attendence patterns a comparative look at a public and alternative high school in Chippewa County /“. Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999gingrask.pdf.

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7

McDonagh, Holly Piligian. „A study of the relationship of credits with attendance in continuation education“. CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/324.

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8

Hodder, Catherine. „Demography of nineteenth century New Zealand education gender and regional differences in school retention /“. The University of Waikato, 2006. http://hdl.handle.net/10289/2226.

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

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9

Forniss, Jill. „Truancy and the Georgia compulsory school attendance law“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2004. http://digitalcommons.auctr.edu/dissertations/223.

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Truancy has become a major problem for many schools in the United States. Many states have adopted truancy laws and programs to help combat this growing problem. The purpose of this study is to examine the impact of two interventions used to address attendance problems and to assess their effectiveness among elementary school truants. The sample population was taken from the System Administration Student Information (SASI) report of three elementary schools in the Atlanta Public School System. SASI reports from the 2002-2003 school year were compared to the SASI report of the 2003-2004 school year. The hypothesis that notifying parents of students with truancy during the 2002-2003 academic year, along with sending them a copy of the Georgia Compulsory Attendance Law, will have a positive effect on truant behaviors and attendance patterns during the 2003-2004 school year was supported by the findings.

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10

Taylor, Howard. „Child work and school attendance in urban India“. Thesis, SOAS, University of London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299990.

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11

Kamanda, Mamusu. „School attendance at basic education in West Africa“. Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/366479/.

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

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12

Leitch, Angela Maria. „The unexamined system: Indigenous students' secondary school attendance“. Thesis, Griffith University, 2017. http://hdl.handle.net/10072/376519.

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Since 2008, various Prime Ministers of Australia have used the “closing the gap” report to focus on the low level of school attendance and educational achievement of Indigenous students. Consequentially, new strategies focusing on schools, Indigenous parents and students are implemented, and the following year the Prime Minister repeats the call for improvement. It seems that nothing changes. This cyclical issue raises fundamental questions, “Why does a gap in attendance between Indigenous and non-Indigenous students persist, and are there unexamined factors that perpetuate the ‘wicked’ problem?” Perhaps it is not the individual school, teacher, parent or student who is the largest impediment to Indigenous student attendance and academic success. Are there other factors that remain unexamined, including the values and beliefs upon which the practices of the education system are built? Using the methodological approach and tools generated from critical race theory (CRT) this study critically examines Queensland state school data and identifies systemic factors that are preventing or impacting on Indigenous student attendance. Data sets are predominantly reviewed using quantitative analysis techniques, aligning with the current educational focus on policy informed by quantitative rather than qualitative research (Lingard, Creagh, & Vass, 2012). In addition, qualitative methods are used to examine how racism is endemic in educational policies. Key results from this study indicate that, in Queensland, educational policy, decision- making, and practices maintain the white dominant ideology that impacts on Indigenous students’ success, and renders them invisible. The results also demonstrate that Indigenous parents/caregivers and secondary school students’ opinions of school differ from those of their non-Indigenous peers. The thesis presents new understandings of how race continues to impact on the education system and facilitates a rationale for why Indigenous students have a higher rate of non-attendance than their non-Indigenous peers. The evidence base has the potential to change the way blame is apportioned for Indigenous student non-attendance, by shifting the focus from Indigenous parents and students to the education system. The study recommends two practical changes within the education system. Firstly, that an accredited professional development program for both policy makers and senior officers and above within the public service occurs, focusing on unconscious racial bias. Secondly, that a review of public sector policies be undertaken to address the part that seemingly neutral language plays in enabling the ‘wicked’ problem to persist, beginning with the qualitative analysis methods presented in this thesis. Finally, the study suggests that future research should focus on how the legacy of colonisation, in addition to race, impacts on Indigenous students’ educational outcomes. More detailed qualitative research should be undertaken to explicate the reasons for unexplained absences of Indigenous school students. Understandings about unexplained absences will assist in the development of alternative, targeted, evidence based strategies focusing on all areas affecting Indigenous students’ attendance.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
Full Text

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13

McMillan, Nancy C. „Secondary school attendance policies in Indiana, attendance and withdrawal percentages, and other selected factors : a multi-variate analysis“. Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/833005.

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The purpose of this study was to determine if any relationship exists among the factors of:(1) strictness of a secondary school's attendance policy,(2) its attendance percentages, and(3) its withdrawal/expulsion/push out percentages with respect to the school's:(4) student enrollment totals of grades seven through twelve;(5) proximity to an urban or metropolitan area; and(6) socio-economic status of the students.This quantitative study involved four (4) independent variables [policy strictness, enrollment size, urban location, and SES] and two (2) dependent variables [attendance percentages and withdrawal percentages]. Six (6) null hypotheses were tested.A questionnaire was sent to the principal of each of the 668 secondary schools which housed any combination of grades 7 through 12. The primary focus of the survey instrument was to have the schools self-determine the strictness of their attendance policies which were in effect for the 1989-90 school year.The attendance, withdrawal, SES, urban type, and enrollment size data were obtained from the Indiana Department of Education office in Indianapolis. The 1989-90 school year data was used. Each school's DOE-AG (Attendance & Graduates) and DOE-WD (Withdrawal) statistics reported in June of 1990 was compared to the questionnaire answers.Three (3) two-way analysis of variance tests (ANOVA) and F-tests for mean differences were used in the treatment of the data. Post hoc tests using the LSD procedure were also used on all groups showing significant differences at the 0.05 level.Eight of the twelve F-tests showed significant differences at the .05 level and in fact were found to be below a .001 level of probability that the differences were by chance. Also, significant interaction was found between two of the groups (policy group and urban type) when compared to attendance percentage.The findings were:(1) Attendance was most influenced by school size and urban type location than the other factors of policy strictness or socio-economic status of the students. Attendance rates were the poorest in large schools and in schools located closer to urban areas.(2) Withdrawal rates were to be highest in large schools and in schools located in metropolitan areas.(3) Strictness of a school's attendance policy did not seem to have a predictable impact upon the attendance rates of the student body with respect to the school's size, urban location, or the socio-economic status of the students.
Department of Educational Leadership

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14

Weade, Barbara Lee. „School and work tardiness in high school students in rural Wisconsin“. Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004weadeb.pdf.

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15

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

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

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16

James, Emma Louise. „Pupil voice in school non attendance : exploring the perceptions of pupils, whose attendance is below 85%“. Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7027/.

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This study focused on school non-attendance, from the perspective of young people (YP) whose families were supported by a Local authority (LA) family intervention team (FIT). Detailed case studies allowed YP to reflect on their lived experience of non-attendance and share this with the researcher. To achieve this, the School Refusal Assessment Scale (SRAS) was used with a semi-structured interview schedule - specially devised to allow YP and the researcher to gain a deeper understanding of their non-attendance. Further data collection with key workers (KW), using semi-structured interviews, sought to gain an insight into the context in which school non-attendance was occurring and how future research may be made more accessible to this population. It was evident that YP value school and recognise the importance of it in achieving future aspirations. Social relationships were highly important, but influenced each YP in a different way. KW noted the importance of trust in both encouraging YP to engage in research and in maintaining relationships to work with and support YP. It was concluded that giving YP the opportunity to explore their perceptions and understanding of non-attendance was necessary in both understanding and supporting improvement in attendance.

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17

F, Fitzgerald Ryan. „Student and faculty perceptions of the causes and solutions to truancy“. Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005fitzgeraldr.pdf.

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18

Hubbard, Jodi L. „Teacher perceptions regarding truancy causes and early intervention strategies /“. Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003hubbardj.pdf.

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19

Smith, Wayne Keith. „An Evaluation of the Attendance Policy and Program and Its Perceived Effects on High School Attendance in Newport News Public Schools“. Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30501.

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The purpose of this quantitative study is to determine the effects of the attendance policy and attendance program after one year of implementation in Newport News Public Schools with a total high school population of approximately 5,820 students. The school district recently implemented a new attendance policy and program to address high school student absenteeism. This multi-faceted study examined the effects of this new policy by conducting statistical analyses of attendance data, programmatic data, and surveys of students, parents, and teachers. This allowed for the examination of the primary question. Whether there is a differential impact of the policy among the grades (9,10,11) during the 1996-1997 school year with respect to high school attendance after adjusting for initial differences on the 1995-1996 high school attendance through the use of an analysis of covariance? Additionally, the perceptions of students, parents, and teachers regarding the new attendance policy were examined along with the degree to which a specially-designed program, Saturday Redemptive School, affected the academic pass rate of participants. Findings show significant main effects and non-significant interaction at the pre-established alpha level of .05. Survey results may have implied a change in the attendance policy and Saturday Redemptive School. The findings from the Chi-square Test were not significant at the pre-established alpha level of .05. The results of this study provides valuable information in the formulation of attendance policies by local and state inner-city district level administrators regarding the effectiveness of school attendance policy and attendance programs.
Ed. D.

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20

Wilken, Eric Conrad. „The Effects of Extrinsic Motivation on High School Attendance“. Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10251586.

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

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21

Smith, Darci. „The Impact of Neighborhood Violent Crime on School Attendance“. University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377870264.

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22

Logan, Katie. „School refusal among students a review of literature /“. Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008logank.pdf.

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23

Sage, Alexander Christian. „The influence of family and school circumstances on school attendance in elementary children“. Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288907.

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

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24

Jackson, John Charles. „Elementary School Attendance in Bradford 1863-1903: A Study Using School Log Books“. Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/14253.

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This thesis examines the issue of elementary school attendance in later nineteenth century Bradford. It seeks to do this by means of a little used source: the school log book. The focus of the study is on the experiences of head teachers who faced a constant struggle to achieve and maintain an acceptable level of attendance in Bradford where child employment in the flourishing textile industry had long been an inherent feature of working class life. It investigates broader issues affecting attendance in the context of prevailing social, cultural, religious, and economic factors. While the significant and influential pressures on attendance in Bradford were to be found elsewhere (for example, parental apathy; hostility to compulsory attendance; child labour; health and welfare), this investigation discovers that the town’s problems were compounded and made difficult by its phenomenal growth and rapid emergence by the middle of the nineteenth century as the undisputed capital of the world’s worsted manufacturing trade. It concludes that in the study of Victorian elementary school attendance Bradford deserves greater recognition in consideration of the tension between the demands of the most prolific half-time system of employment in the country, and prevailing attitudes to the introduction of universal elementary education in England and Wales.

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25

Dolin, Justa L. „Attendance and reading gains Marshall University Summer Enrichment Program /“. Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=676.

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26

Bonner, Melanie Jean. „Psychosocial predictors of health behavior and school functioning in elementary school children“. Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-02052007-072448/.

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27

Freise, Lawrence Michael. „The effects of extrinsic rewards on high school student attendance“. Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2541.

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Attendance in our nation's schools continues to decline. It is necessary for schools to expand their programs and strategies to improve student attendance. Incentives and rewards for excellent attendance have had positive results in studies researched, but little has been done to research the relationship between changes in attendance and implemented incentive programs. This quantitative study examined the effects of extrinsic rewards on high school student attendance at two separate schools. The first part of the study enabled a chance to win a daily cash prize with value based upon the number of students successfully attending all day. Changes in attendance in the current school year versus the previous school year were measured and analyzed. The second part of the study compared attendance and student attitudes between two comprehensive high schools, where one school represented the treatment group and other the control group. Attendance performance criteria were established that would allow students the chance to earn extrinsic rewards at the end of the first semester of school. Changes in attendance in the current school year versus the previous school year were measured and analyzed. An analysis between change in attendance, school GPA, and student GPA was performed for each school and compared. Finally, a longitudinal study was performed using surveys at each school to measure any changes in student attitudes related to (a) reasons for attending school, (b) interest in school, and (c) satisfaction with school. The null hypotheses were there is no statistically significant relationship between the use of rewards for excellent attendance and (a) the average daily attendance of students, (b) their grade point averages, (c) their motivation to attend, or (d) their interest and satisfaction in the school experience. Results of the first study showed that the change in attendance between school years was statistically significant. While the second showed statistically significant increases in attendance at both schools, the additional increase at the treatment school was also significant. No significant relationship was found between the use of rewards for attendance and school GPA, student GPA, motivation to attend, or the interest and satisfaction in the school experience.

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Thaden, Lyssa Luise. „An integrated approach to capital effects analysis of college going for the class of 2004 /“. Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/l_thaden_042310.pdf.

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Gentle-Genitty, Carolyn Sherlet. „Impact of Schools' Social Bonding on Chronic Truancy: Perceptions of Middle School Principals“. Connect to resource online, 2008. http://hdl.handle.net/1805/1852.

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Thesis (Ph.D.)--Indiana University, 2008.
Title from screen (viewed on August 27, 2009). Department of DEPT, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Margaret Adamek, William H. Barton, David Westhuis, G. Roger Jarjoura, Jeffrey Anderson. Includes vita. Includes bibliographical references (leaves 161-184).

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Pan, Jiali. „The effects of child labor on school attendance in Cambodia“. Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/646824964/viewonline.

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Sagahutu, Jean Baptiste. „Barriers to school attendance among children with disabilities in Rwanda“. Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4002_1273603356.

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The number of children with disabilities under the age of 18 years around the world varies from 120 to 150 million. In many countries, throughout the world, the majority of children with disabilities either do not receive any form of education or, if they receive any, it is often inappropriate. UNESCO estimates that more than 90% of children with disabilities in developing countries do not attend schools. Rwanda has recently started inclusive education in a number of schools around the country for ensuring that children with disabilities have access to education. Despite this, in Rwanda, many children with disabilities do not attend school and this number is not known. This study aimed to identify the barriers to school attendance by children with disabilities in Rwanda.

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Barratt, Madeleine Rose. „Factors which affect the school attendance of children and adolescents“. Thesis, University of Southampton, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548316.

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Myhill, Anna. „Parents' views of their involvement during extended school non-attendance“. Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/105163/.

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This thesis is divided into three distinct parts. Part 1, the Literature Review, will firstly cover the definition of extended school non-attendance (ESNA), the prevalence and onset of ESNA and research that has aimed to measure the impact of ESNA on the child who has experienced it. Secondly it focuses specifically on the current evidence-base regarding the factors involved in non-attendance, specifically the systems that have an impact on children’s non-attendance. Attention is then paid to research highlighting the impact of parents’ previous experience of school and involvement with professionals that has an impact in their involvement and engagement in their children’s education. In the latter part of the literature review, the two issues of the factors affecting children’s non-attendance and the constructs of parents’ involvement and engagement are brought together. Finally, research that has aimed to explore parental views regarding their children’s ESNA will be presented, discussed and critiqued. An argument for the need to extend the evidence-base regarding parental involvement during extended non-attendance will be made and the impact the findings might have for educational psychology practice will be discussed. Finally, research questions are presented aiming to explore parents’ views of their involvement during ESNA. The literature review is not exhaustive, but aims to give a clear overview of contextual factors, including changes in legislation and policy, as well as a rationale to the research by guiding the reader through a narrative towards the current research area and questions. Part 2 of the thesis is the Empirical Study. It provides an overview of the current literature, the epistemology underpinning the research and the methodology used. A results section will include an overview and interpretation of the findings. A discussion section will include a discussion of the results in relation to previous research, relating to how the results support, oppose and enhance the existing evidence base. Limitations of the current study will also be explored along with the possibilities for future research. Furthermore, attention is paid to the implications of the research outcomes for the role and professional practice of educational psychologists. Part 3 of the thesis, the Reflective Account, discusses the contribution to knowledge the current findings have provided. Furthermore, a review of the researcher’s choices will be presented, critically analysing decision making throughout the process of the research. Discussion will focus on how the implications of the results for educational psychology practice. Finally, potential areas for further research will be explored.

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Kampmann, Kevin J. „Students' perceptions of the causes of truancy and interventions to reduce truancy“. Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007kampmannk.pdf.

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35

Neal, Timothy A. „Perceptions of Administrators: Improving Student Attendance in Urban, Suburban, and Rural Public Schools“. Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1444053175.

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36

Greenberg, Arthur Richard. „College study in high school for low and moderate achievers /“. Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10734594.

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Ioannakis, Irene. „Patterns of absence of compulsory age students : a retrospective study“. Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/507.

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This study focusses on the examination of the recorded absences of compulsory age students. The main purpose was to identify emergent patterns of school non-attendance, critical periods of absences and key factors within and beyond the school that might contribute to school non-attendance and the impact such non-attendance has on student achievement and perceptions of schooling.A review of literature on school non-attendance was undertaken and presented to highlight the number of factors that are often linked with non-attendance. As a result of the literature review a comprehensive list of factors for further investigation was distilled and a conceptual framework was developed. It was this conceptual framework, together with the research questions, that guided the research design and the subsequent collection and analysis of data.The research was undertaken in Perth, Western Australia utilising one State Government secondary school and five of its contributory (or feeder) primary schools. The research constituted a retrospective study spanning seven years (1989 to 1995 inclusive) incorporating the complete attendance records of 61 students.The first phase of the study involved the establishment of an empirical database developed from records compiled by the five feeder schools and the secondary school under study. Data derived from the schools were analysed to establish the patterns of non-attendance and trends.The second phase involved a series of case studies in which student perceptions on school non-attendance were investigated alongside the student's characteristics and attendance patterns in order to provide greater insight into key factors contributing to school non-attendance.The case studies not only provided greater insight into key factors contributing to school non-attendance but also the impact non-attendance had on the educational outcomes of the deemed 'at risk' students.Finally, the thesis provides a number of conclusions and action statements to all key stakeholders including the schools at the centre of this research, policy makers within the State Government Education Department, parents, and personnel from other schools within Western Australia, for future action and continuing research. There is a collective responsibility to ensure all students maximise their learning outcomes through the educational programs provided in the schooling system.The study also has the potential to provide a framework at both the national and international level as the outcomes of this research have potential significance for a number of interested organisations involved in providing educational and other programs for 'at risk' students.

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Oakley, Kathy Marie. „Sentenced to school, an inquiry into perceptions surrounding court-mandated attendance“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0017/MQ56814.pdf.

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Sherriff, Ileta Hermina. „A multi-disciplinary approach to the management of non-school attendance“. Thesis, University of Leicester, 1990. http://hdl.handle.net/2381/4462.

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The main objective of this study is to evaluate the effects of school-based projects on the behaviour of secondary school persistent absentees. The research was divided between two school-based projects: (a) Project X, based at School X, consists of seven Subject pupils who are non-school attenders; (b) Project Y, based at School Y, consists of 16 Subject adolescents who are non-school attenders, they were matched with two control groups who attend the mainstream curriculum - 16 Control A adolescents who are non-school attenders and 16 Control B adolescents who are good school attenders. The behaviour of the School X Subject pupils were evaluated via a within-subject design in order to compare their progress during pre-intervention (i. e. mainstream curriculum), intervention (i. e. Project X programme) and follow-up (i. e. return to mainstream curriculum) phases. In the case of School Y, the progress of the three groups were evaluated via both within-subject and between-subject designs during three phases: a one-year pre-intervention period (i. e. when all three groups attended mainstream lessons); first year of intervention (i. e. Project Y programme for the Subject adolescents) and the second year of intervention (i. e. Project Y programme for the Subject adolescents). The analyses of the main results indicate that: 1. Persistent absenteeism is significantly associated with social deprivation (e. g. poor housing) and poor scholastic progress. The findings also show that both parents and teachers believe that there should be greater contact between the home and school. 2. The two school-based projects were successful in significantly increasing school attendance among persistent absentees, although they were unable to generalise this over time (e. g. during the follow-up phase at School X). Nevertheless, some of their curricular approaches which appear to contribute to combating disaffection include an emphasis on behaviour therapy, academic-orientated lessons, individual attention, pupil being the focus of adult attention, close proximity between teacher and pupil during interaction, teacher praise, indirect, teaching where pupils are allowed greater freedom of expression, direct, teaching where pupils receive regular lectures and directions in relation to task-work, small classes, extra adult helpers, high levels of teacher-pupil interaction, and regular contact with local community. Therefore, despite the limitations, the importance of this thesis lies in the fact that not only does it show data on the actual classroom behaviour of persistent absentees and their teachers, but it also presents data on the type of classroom atmosphere which appear to be related to positive pupil outcomes among disaffected school children. Thus, the present study concludes that persistent absenteeism is effectively interpreted within a multi-disciplinary framework which reflects both home and school factors.

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Christensen, Morgan. „What are the relationships among high school academic outcomes and attendance?“ Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22668.

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Research for the past decade has examined academic performance gaps among students from the perspective of sex, race and ethnicity groups, and low socio-economic status. Across those studies school attendance has been identified as a primary correlate with academic success. I used a descriptive non-experimental design to investigate the relationship of student academic outcomes (i.e., GPA, credits earned toward graduation) among student groups (i.e., sex, race, and special education status) on attendance type of unexcused or excused absences. This study included two cohorts of 9th grade high school students (n = 2,262) from the Eugene 4J School District during the 2013 to 2016 school year. I calculated Chi-square tests, Independent t-tests, and Pearson’s correlation coefficient to examine the relationship of attendance with student academic outcomes for GPA and credits earned toward graduation and to further compare attendance type (i.e., unexcused or excused absences) among student groups. Findings indicated statistically significant differences for unexcused and excused absences and for GPA and credits earned by specific demographic subgroups – males v. females, white v. minority, special education v. not special education. There were also statistically significant correlations for GPA and credits earned based on unexcused and excused absences among demographic subgroups. In addition, there were statistically significant differences by academic and attendance variables for students who remained in comparison to students who left Eugene 4J.

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Pascoe, Sari M. „Factors influencing attendance for a leadership team in a school district“. [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3307566.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2008.
Title from PDF t.p. (viewed Dec. 9, 2008). Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1623. Adviser: Charles M. Reigeluth.

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Goodwin, Alison Ruth. „Investigation school attendance in Leeds with particular reference to court adjournments“. Thesis, University of Leeds, 1989. http://etheses.whiterose.ac.uk/1634/.

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Children in Leeds who failed to attend school regularly were often taken to the Juvenile Court by the the local Education Authority under care procedings provided for by the Children and Young Person's Act, 1969, and dealt with by repeated adjournments of the case until and improvement in school attendance was sustained. Previous research had suggested that repeated adjournments were an effective means of returning most children to regular school attendance but children who failed to do so often found themselves in care for varying periods. The aims of the research reported in this thesis were, firstly, to evaluate the effectiveness of two types of adjournment, flexible and inflexible, and a "letters" procedure, using a randomly controlled trial; and secondly, to study some other factors associated with poor school attendance in Leeds by considering the children themselves and the effects of the court procedures on them and their families using a series of questionnaire-based interviews. Overall, adjournments acheived their purpose in returning many children to regular school attendance, and there were no significant differences between the procedures tested. Improvement in school attendance after the first court hearing was found to be related to whether chilrren had improved attendance beforehand once they knew they were to go to court. The less this anticipatory improvement, the more likely was the child to go into care. The threat of going to court seemed to produce as much response from children who did well on adjournments as the adjournments themselves. Features of "truancy" and "refusal" emerged from a questionnaire and they were examined in relation to outcome. Children who showed neither characteristic did best on adjournments. The interviews suggested that parents of court children provided less supervision for their children than parents of a control group, and the court children had poorer material conditions. Reactions to the adjournments were mixed, but many parents and children expressed a great fear of the child going into care. Many heavily criticised schools. The adjournment method is controversial and has been publicly criticised by many people. Some attempt at evaluating this by considering the ethical implications and social consequences of the research has been made, in the hope that this will influence future developments in the field.

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Monsegue-Bailey, Pauline. „Instructional Quality and Middle School Student Engagement, Achievement, Attendance, and Gender“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5906.

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Gaps in middle school students' outcomes such as engagement, achievement, and attendance have been linked to instruction. In addition, the effect of instructional quality might not be the same for male and female students. The purpose of this quantitative study was to measure the relationship between instructional quality, student engagement, achievement, and attendance, with gender as a moderator in middle school. The ecological systems model and Vygotsky's social development theory formed the theoretical framework for this study, as they help understand how the environment, including instructional support, is likely to correlate with student behavior and motivation toward learning. The CLASS Observation Tool and Tripod survey were used to measure instructional quality and engagement for students (N = 160) in 11 middle school math classes from a large southern state. Achievement and attendance data were gathered from teachers and administrators. Two-way MANOVA was used for the independent grouping variable for the classroom score. Two-way ANOVA was conducted to examine 2 main effects of the independent variables of CLASS and Tripod. Multiple regression was used for gender as the moderating variable. Gender did not moderate the association between instructional quality and the 3 outcome variables. Additional research is needed to improve the understanding of instructional quality and the connection between the 3 outcome variables. Implications for positive social change include informing public policy of study results to improve instruction, engagement, achievement and attendance.

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Miller, Anya V. „Graduation Coach Program Effects on High School Attendance and Graduation Rate“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3049.

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The rise in the number of students who drop out of high school has gained national attention. High school dropout rates in the state of Louisiana are a primary concern to school administrators in the state. The Graduation Coach Program is an intervention implemented in several high schools across Louisiana to assist students with completing their high school education. Many of the programs' attributes are based on Maslow's hierarchy of needs, students' needs, and the presence of positive adult relationships that might improve student achievement. The purpose of this study was to compare archival attendance and graduation rates among independent groups from years before and after the implementation of the Graduation Coach Program in 4 Louisiana public high schools. Attendance rates included data from 5 years before and 7 years after the program (n = 48), and due to limitations in the archival records, graduation rates included data from 2 years before and 7 years after the program (n = 36). Two independent-samples t tests were conducted, and no significant differences were found between the groups for both measures. Due to power limitations in the group sizes, further research is recommended to include additional campuses that implement the program. Positive social change implications include providing these initial research findings to the study districts' administration to assist with decision making and planning for the Graduation Coach Program used at their campuses. Through continued efforts and research, high school administrators may ultimately improve high school attendance and graduation rates to address the high school dropout problem in Louisiana.

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Schmidt, Stefanie R. (Stefanie Rae). „School quality, compulsory education laws and the growth of American high school attendance, 1915-1935“. Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10709.

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46

Utne, John Stephen. „A relationship between student socioeconomic status, perceptions of school environment, academic achievement, and school attendance /“. free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3025655.

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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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Yokley-Busby, Suzi. „The Impact of Attendance Longevity in an After School Program, Designed to Build Intentional Relationships and Support Academic Success, on Urban Elementary Students' Achievement, Attendance, and School Awards“. Thesis, University of Nebraska at Omaha, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601426.

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The purpose of the study was to determine the impact of attendance longevity participation in an after school program, attending one and two times or three times weekly for two years, designed to build intentional relationships and support academic success, on urban elementary school students' achievement, attendance, and positive school awards. Independent variable attendance fidelity condition one was those students who attended the Hope Center for Kids after school program regularly scheduled after school activities one and two times weekly for two years (n = 9) and independent variable attendance fidelity condition two was those students who attended the Hope Center for Kids regularly scheduled after school activities three times weekly for two years (n = 10). Same urban school district control students (n = 11) did not participate in the after school program served as the study control group. The null hypothesis for between group California Achievement Test Normal Curve Equivalent posttest-only average and below average reading scores where F(2, 27) = 2.07, p = .145 was not rejected. Null hypotheses were also not rejected for between group California Achievement Test Normal Curve Equivalent posttest-only average range language scores where F(2, 27) = 1.09, p = .350 and between group California Achievement Test Normal Curve Equivalent posttest-only average range math scores where F(2, 27) = 0.38, p = .687. School attendance as measured by total end of the fifth-grade year overall absence totals were not statistically different where F(2, 27) = 0.65, p = .530 and school-wide awards and recognition as measured by end of the fifth-grade year overall awards presented totals were also congruent where X²(2, N = 48) = 0.591, p = .744. Findings suggest that even limited student participation in Hope Center for Kids after school program resulted in achievement, attendance, and earned awards consistent with the study's control group students who were not in need of these after school services.

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Freeman, James A. „An examination of the relationship between test scores, gender, ethnicity, attendance, and graduation“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180539637.

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50

Bauss, Hannah R. „The effects of homelessness on school-age children's attendance and academic performance“. Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527883.

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This study examines how homelessness negatively affects the school attendance and academic performance of school-age children in elementary school grades 3 through 6. A secondary data analysis was conducted on data collected from an Orange County school district to determine how homelessness affects students in the school setting. Academic performance was determined based on STAR Reading and Math Test scores. Results suggest that school attendance and academic performance are not significantly affected by homelessness. Additionally, results indicated that school attendance affects academic performance and that age is related to academic performance as well. Further research must be conducted to better assess the influence homelessness can have on children in school.

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Dissertationen zum Thema „School attendance“

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