Dissertations / Theses: 'Attrition rates'

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Gómez, Varela Jorge Isaías. "Protestant growth and desertion in Costa Rica viewed in relation to churches with higher attrition rates, lower attrition rates, and more mobility, as affected by evangelism ... /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Helies, Frank C. "Factors promoting retention and attrition rates of college and shop certified SCUBA divers /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726191911102.

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Uttley, Paul L. Beckner Weldon. "The impact of first year mentoring experiences on the attrition rates of alternatively certified teachers." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/5005.

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Moore, Brittany E. "A Comparison of Attrition Rates in Dental Hygiene Programs Using Selective and Non-Selective Admissions." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429878459.

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Taylor, Rosema Jackielyn. "Reducing High-Risk Young Adult Offenders' Attrition From Reentry Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5135.

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Reentry programs have been demonstrated to reduce recidivism. These same programs experience high attrition rates that degrade effectiveness and reduce capacity. Recidivism rates are reported as over 77% after 5 years from release which negatively impact society, victims and the released offenders. The purpose of this grounded theory study was to examine recently released offenders' insights regarding attrition from reentry programs to provide program administrators with themes that may be useful in addressing attrition. Social learning theory was used to frame the study. Audio recordings were collected during semistructured interviews with 21 reentry program participants. The recordings were transcribed and organized by stage and individual participant. The data was then coded to develop emergent themes about attrition. The themes were unawareness of reentry programs, inefficient learning processes, and lack of cooperative relationships. The themes that offer insight into the self-reported feelings were optimism turns to frustration when learned skills do not provide the expected outcomes and willingness to inform others about the reentry program. Results may provide reentry program administrators with insights to improve the design and execution of reentry programs to facilitate completion by high-risk offenders, which may lower the risk of recidivism.

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Misiewicz, John M. "Extension of aggregation and shrinkage techniques used in the estimation of Marine Corps Officer attrition rates." Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/25936.

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Macon, Dorothea A. "Factors influencing retention and attrition rates of basic skills level I students at Milwaukee Area Technical College." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000macond.pdf.

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Ruarte, Daniel E. "Rethinking Hispanic Attrition Rates at U.S. Post-Secondary Institutions| An Evaluation Study Conducted at Latino Private College." Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930062.

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This research focused on addressing high attrition rate of Latino students at U.S. post-secondary institutions. National data reports that Hispanics hold the lowest degree completion rate (16%) of post-secondary degrees (NCES, 2015). The study was guided by Clark and Estes (2008) analytic framework, which required the validation of knowledge, motivation, and organizational influences that could potentially be barriers to reach organizational goals. A qualitative case study approach with an emphasis on evaluation was done at a small private college that transitioned from being a predominantly White institution to become a certified Hispanic Serving Institution with more than 25% Latino enrollment in 2014 and almost 50% in 2017. The implications of the case study to the educational community are immense, first, institutions need to treat each individual with much value and respect, each student that is enrolled and paying tuition deserves the highest quality in educational practice. Thus, higher education institutions must assess performance and provide the highest level of training and professional development in areas that need improvement. Second, even with the many different responsibilities and distractions administrators and institutions have on a daily basis, in order to increase student retention (or to improve in any other area), institutions must cultivate a healthy sense of urgency and eagerness to participate in the change process. Moreover, a strategic model of Hispanic retention emerged from the research and it is presented in the discussion section of Chapter Five.

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Malmberg, Eric D. "Retention and Attrition of Doctoral Candidates in Higher Education." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2673/.

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A number of studies have been conducted on the attrition rates of undergraduate and graduate students. However, the body of knowledge concerning attrition for doctoral students, especially those who have attained the level of “all but dissertation” (ABD), is limited. The purpose of this research was to examine retention and attrition factors of doctoral candidates from a typical Higher Education Doctoral Program (Research II Public Institution) who were admitted to candidacy from 1991 through July 2000. Participation of the subject population was limited to those who had attained the level of ABD--those who had previously fulfilled the residency, coursework, foreign language or tool-subject requirements, and successfully completed the comprehensive/qualifying exams. This population included current ABDs, previously attrited ABDs, and graduates of the degree program. The research study was qualitative and intended to identify the effect of specific, predetermined factors that may have influenced or affected the progress of current, previous, and graduated students towards the doctoral degree in higher education. This study obtained responses to questions from the questionnaire/survey instrument concerning factors that affected program completion or attrition. Students had the opportunity to elaborate on factors from their dissertation, advisement, and personal, financial, and employment experiences that affected their ability to complete the program through open-ended question responses. By examining key factors in the doctoral degree experience from the three sample groups (current ABDs, previous ABDs, and graduated Ed.Ds), this study was able to draw some conclusions about doctoral attrition. Reconstructing and comparing the experiences of ABDs from the point of candidacy to the point of attrition or completion of the program determined trends, commonalities, and issues affecting achievement. Results of this study add to the limited research concerning ABD attrition and provide an insight from the student perspective as to the obstacles and support variables in the quest for the doctoral degree.

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Johnson, Charles W. (Charles Windle). "The Association Between Testing Strategies and Performance in College Algebra, Attitude Towards Mathematics, and Attrition Rate." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330880/.

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The purposes of the study were: (1) to determine the effects of four testing strategies upon performance in college algebra, attitude towards mathematics, and attrition rate; (2) to determine the effects of two types of frequent testing upon performance, attitude, and attrition rate, (3) to determine the effects of different frequencies of in-class testing upon performance, attitude, and attrition rate; and (4) to draw conclusions which might help in selecting testing methods for college algebra classes.

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Newcombe, Victoria Jane. "An Evaluation of a Group Intervention for the Parents of Youth Offenders." Thesis, University of Canterbury. Health Sciences, 2011. http://hdl.handle.net/10092/6430.

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Youth offending is an issue that receives attention at many levels, and which crosses the already broad domains of justice, education, mental health and social services. The role of parents in the development of antisocial behaviour, and their responsibilities with regard to addressing the consequences of this, are controversial. This article reviews a selection of interventions for managing teenage behaviour, and specifically criminal offending. A trend emerges from this review whereby the most effective treatments for young offenders are those that achieve change within the family system, not just the young person. The current study examined the effect of implementing Group Teen Triple P, one of a suite of well established and effective behavioural parent training programmes, with the parents of teenagers who had been recently involved in offending. The group was a collaborative partnership between Presbyterian Support, a non-government organization, and Child, Youth and Family Services, the national, statutory provider of care and protection and youth justice services. The six participating families had previously been involved with one or both of these agencies. Participants completed questionnaires and interviews at three data collection points, and the researcher also took part in aspects of the intervention. The results indicate positive changes within some of the participating families, but are inconsistent due to the drop-out rate and the reluctance of participating parents to consistently implement the skills and strategies learned. This unexpected but nevertheless important finding necessitated further consideration of the reasons why it occurred, and these are discussed in the context of earlier research into variables which influence attendance and adherence to parent training interventions. This study offers insights into the provision of behavioural parent training programmes with vulnerable, fragile or high-risk families.

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Tucker, Shirley E. "Introversion and self-advocacy concomitant predictors of end-of-year attrition rates for college freshman with learning disabilities /." Lynchburg, Va. : Liberty University, 2005. http://digitalcommons.liberty.edu.

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Foley, David M. "Predicting Student Success: Factors Influencing NCLEX-RN® Rates in an Urban University's Pre-Licensure Programs." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1462211177.

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Miller, Angela. "Timely Doctoral Completion Rates in Five Fields: A Two-Part Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4827.

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Roughly half of all doctoral students who begin a program do not continue through graduation, and many of them face significant financial losses and emotional burdens as a result. Although this completion rate has stayed fairly constant for the past few decades, it has recently gained attention on a national level. In 2011, the National Research Council published the Assessment of Research Doctorate Programs in the United States, and provided a wealth of data on over 5,000 programs in 212 universities. This study used that dataset to examine the relationship between timely doctoral completion rates and 22 Program, Faculty and Student variables in the following five fields: Neuroscience, Chemical Engineering, Physics, Economics and English. The study also observed differences between programs with high completion rates and those with low completion rates in each field. The purpose of the study was to (1) determine which variables are significant in predicting doctoral completion rates, (2) discover if measurable differences exist between high and low completing programs, and (3) reveal the usefulness of collecting objective data in doctoral programs in order to assist doctoral programs as they create strategies to lower attrition rates. The sample in the study inculded over 10,000 students and over 12,000 faculty members from 365 programs in the five fields. The 22 variables in the study were: Availability of a Graduate Orientation, Existence of an Annual Student Review, Number of Academic Support Activities, Average First Year Enrollment Size, Total Number of Enrolled Students, Percentage of First Year Students with Full Financial Support, Percentage of Students that are Teaching Assistants, Percentage that are Research Assistants, Median Time to Degree, Average GRE Score, Percentage of Students that are Married, Percentage of Students with Dependents, Percentage of Students with Mentors, Average Satisfaction Rating, Average Sense of Belonging Rating, Percentage of Students that are Females, Percentage that are Minorities, Percentage of Faculty that are Females, Percentage that are Minorities, Percentage of Faculty with Grants, Total Number of Faculty, and Faculty to Student Ratio. All of the regression lines were significant at the p¡Ü.05 level. Furthermore, for Economics programs in the sample, 80%#37; of the variance in timely completion rates was explained by this specific set of variables, and the same set of variables explained between 40-66%#37; of the variance in timely completion rates for the other four fields in the study. When looking at all the programs in the dataset, the following variables were significantly related to timely completion rates: number of academic support activities, percentage of students with full financial support, 1st year size, annual student review, student satisfaction rating, number of faculty, percentage of students with teaching assistantships, percentage of faculty with grants, and time to degree. Between the high- and low-completion groups, the following variables were significantly different in the All Programs group: Student satisfaction rating, percentage of students with children, percentage of students with full financial support, number of academic support activities, time to degree, and percentage of students with teaching assistantships. Separate findings and implications are presented for each of the five fields (Neuroscience, Chemical Engineering, Physics, Economics and English). Program leaders and other interested parties can now use these results to focus their attention on significant variables as they create strategies for improving completion rates within their respective fields.

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McNeil, E. M., and n/a. "A study of attrition among accounting certificate course students at Woden College of Technical and Further Education, 1981 - 1984." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061013.125123.

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This study examines the reasons for student withdrawal from the Accounting Certificate Course at Woden TAFE College during the period 1981 to 1984 inclusive. The investigation concerns students enrolled in a demanding, four year course, which leads to a para-professional qualification including (subject to practical experience) registration with the Tax Agents Registration Board. A 100% survey was made of all students, both withdrawn and continuing for the relevant period. Students are adults, mostly between the ages of 20 to 50. Attrition rates in the early stages of the course were found to be very high, and reasons established were related to a variety of causes, including personal reasons. Follow up interviews by telephone were carried out and these showed no new trends from the results of the questionnaires. The main reasons for attrition within the control of the college, seemed to be related to inaccurate student perceptions of, and expectations from the course. The major recommendations and implications arising from the study suggest that counselling be given greater prominence at the time of enrolment. There is also a case for timetabling to include day classes at times and venues most beneficial for students. Another outcome of the investigation suggests that closer liaison be developed between the college, industry and commerce. An important issue which became evident from this research focused on staff development and the need for administrators and teachers to further their educational leadership knowledge and skills to provide the best possible service for students.

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Hofmann, Leedy Natalie A. "Parent Perceptions of Treatment Effectiveness and Attendance Rates in a Behavioral Parent Training Program: Do They Predict Treatment Outcomes for Children?" Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6863.

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Young children who display disruptive behaviors are at risk for negative outcomes in later development such as school dropout, early pregnancy, and unemployment (Bradshaw, Schaeffer, Petras, & Ialongo, 2010). For this reason, it is imperative parents of children with disruptive behaviors seek early intervention to reduce problem behaviors and prevent negative effects (Breitenstein, Hill, & Gross, 2009). Parent behavioral training interventions are effective for reducing problem behaviors in young children. Attrition from parent training interventions, however, is a common problem that reduces positive outcomes for children with challenging behaviors (Kazdin, Holland, & Crowley, 1997; Prinz & Miller, 1994). Barriers to treatment, such as negative perceptions toward treatment, can influence parents’ attendance (Kazdin et al., 1997) and behavioral outcomes for children (Brestan, Jacobs, Rayfield, & Eyberg, 1999). This study (N = 139) examined relationships of parents’ attendance and perceptions of a behavioral parent training intervention, the empirically supported Helping Our Toddlers Developing Our Children’s Skills, or HOT DOCS (Armstrong, Lilly, & Curtiss, 2006). Regression analyses were conducted to test relationships between parent perceptions of treatment effectiveness, attendance, and child behavior ratings, and whether attendance mediated the relationship between parent perceptions of treatment and ratings of child behavior. No significant relationships were found between these variables, and no mediating relationship of attendance between parent perceptions and child behavior ratings was found. Results for this study may indicate factors other than parent perceptions are important to predict attendance or change in behavior ratings. Ethical considerations and limitations of this study are also discussed.

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Levert, Dominique. "Attrition from School-Based Behavioral Parent Training Programs A Meta-Analytic Review." UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/750.

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Currently, very little is understood regarding the effectiveness of school-based Behavioral Parent Training (BPT) programs or associated attrition rates. The goal of the current study is to examine the effectiveness of school-based BPT programs, associated attrition rates, and possible moderator variables related to attrition. Searches within the databases EBSCOhost were conducted to find BPT programs located at schools as well as the associated attrition rates for each individual study. Mean associated attrition rates were calculated using the software Comprehensive Meta-Analysis. The mean weighted attrition rate across all trials of school-based studies was 42.2%. Significant moderators were also found to increase the risk of attrition in this study. For instance, interventions that were preventative or delivered at a Tier I level, were individually delivered, involved participants from non-disadvantaged backgrounds and targeted behaviors classified as mixed/comorbid. Additionally, the number of sessions and the average age of child/parent moderated the weighted associated attrition rate. Insignificant results were found for program provider and caregiver attending. Comparisons between results from this study and the clinic-based literature are discussed as well as directions for future research.

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Moyer, Matthew T. "Use of an Interactive Web-based Platform, Founded on Constructs from the Social Cognitive Theory, to Benefit Eating Competence." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/840.

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Since Web-based interventions have a significantly high rate of attrition ranging from 99.5% to 77.5%, the researcher employed an instrumental case study approach to understand compliance in a Web-portal. The specific issue for this study was attrition rates and how SCT constructs affected eating competence. Qualitative data provided ground zero insight to a complex issue that was further understood. To better understand the phenomenon, participants that registered for the 30-day study and the software developer were interviewed. All interviews (n=6) were transcribed and data from the transcriptions were transformed from dialogues, into categories, then themes, and finally into concepts. Five guidelines to keep attrition rates low was the outcome of the data analysis. Having a nation interested in the Internet and at the same time faced with an obesity epidemic seemed to be a good fit for researching a method to promote eating competence with interactive technology. Eating competence intertwines four components: (1) attitudes about eating and the enjoyment of food (2) accepting new food to add variety to your diet (3) being able to eat the right amount of food and (4) being able to manage food through proper planning, storing, preparing, and offering. With the above information extracted from the literature, it was determined, a serious enough problem existed to justify spending time, money and other resources to develop and implement an intervention. The theoretical framework supporting the development of the web portal is the social cognitive theory (SCT). In health promotion, the purpose of the SCT is to help people stay healthy through good self-management of health habits. This dissertation focused on four constructs: self-efficacy, behavioral capabilities, observational learning, and reinforcement to better understand how eating competence skills were enhanced and attrition rates lowered.

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Fung, Terence Yip-hung. "Analysis of Graduation Rates for Four-year Colleges: A Model of Institutional Performance Using IPEDS." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28420/.

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Under the George W. Bush U.S. presidential administration, the federal government pushed for greater accountability among institutions of higher education for educational outcomes. Graduation rate is a key performance indicator of institutional accountability. Previous researchers of student attrition focused primarily on the effects of student level factors on student persistence/withdrawal behavior. Recently, researchers put more focus on the effects of institutional characteristics on graduation rates, but most of these studies were exploratory and based on multiple regression models. No institutional model has existed to synthesize their results within a theoretical framework. Such an institutional model is needed to explain the process of student persistence at the institutional level. The purpose of this study was to develop a model of institutional performance in graduation rate for four-year, public and private not-for-profit, Title IV institutions in the United States. This study validated the institutional model based on the IPEDS dataset using the structural equation modeling (SEM) technique. Further group comparison analyses are conducted by fitting the same SEM model to several subgroup datasets based on grouping variables such as control, geographical region and state. Benchmarking analyses were conducted to demonstrate how administrators and policy-makers can use the institutional model to compare the performance of an institution with its peers and what policy changes can they pursue to improve graduation rates.

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Harris, Steven A. "Attrition Rates of Teachers Trained in Alternative Teacher Certification Programs, Those Trained in the Centers for the Professional Development of Teachers, and Those Trained in Traditional University Programs." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3089/.

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This study uses teacher employment data provided by the State Board for Educator Certification to examine the similarities and differences between initial employment and attrition rates of teachers trained in three prevalent types of Texas teacher preparation programs; alternative certification programs (ACP), the centers for professional development of teachers (CPDT), and traditional certification programs (TCP). The population for the study includes all Texas teachers who completed training in these programs in 1995, 1996, and 1997. The study found that ACP participants gain employment as Texas public school teachers at a significantly higher rate than their CPDT and TCP trained peers in year-one after completion of their training. However, ACP completers experience higher attrition rates in each of the subsequent years investigated. The study concludes that the overall cumulative attrition rate of new teachers trained in these programs is not as pronounced as originally presumed, but that low production levels cannot keep up with the growing demand for new teachers. Teacher preparation program leaders must seek ways to recruit and train more teachers.

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Cinclair, Carol. "The Effects of Participation in a Buddy System on the Self-Concept, Academic Achievement, Attrition Rate, and Congruence Level of Community College Developmental Studies Students." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331958/.

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This dissertation sought to determine the effects of a buddy system on a student's self-concept, academic achievement, attrition rate, and congruence levels. The buddy system treatment randomly paired two students for the purposes of sharing ideas, working on assignments, getting to know each other, and supporting one another. The study included three randomly selected sections of pre-college level, developmental writing classes from the Brookhaven College of the Dallas County Community College District. Three other classes served as the control group, and one instructor taught all six sections of the course. Three instruments were used as measures of change: the Tennessee Self-Concept Scale (TSCS), designed by William H. Fitts, measured self-concept levels; the Personality and Educational Environment Scale (PEES), created by Roger Boshier, measured congruence levels; and a written paragraph measured achievement levels in English. Attrition percentages were based on the number of students enrolled during the second week of class who were not present during the sixteenth week of class. To test for significance, an analysis of covariance procedure was used on the TSCS, PEES, and written paragraph results, and a test for the difference between proportions for independent groups was used on the attrition percentages. The class sections were nested under either the experimental or the control group to identify significant differences between class sections. On the TSCS, a significance of .96 among sections and .48 between groups indicated no significant change had occurred in self-concept levels. For the PEES, a significance of .30 among sections and .75 between groups indicated no change had occurred in congruence levels. Finally, on the paragraph assessment, a significance of .87 among sections and .31 between groups showed no change had occurred in achievement levels. However, the test for significance of the difference between attrition percentages revealed that the buddy system treatment was an effective method of retention.

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Batts, Kenya Simmons. "Principal and Teacher Perceptions on Practices that Impact Teacher Job Satisfaction and Retention in Title I Elementary Schools with High Teacher Retention Rates in a Large Suburban Central Virginia School Division." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/102635.

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Teacher shortages throughout the country have been an issue for school divisions and leaders. The demand for teachers has increased, while the number of teachers entering and graduating from teacher preparation programs is decreasing (Sutcher et al., 2016). Increased teacher demands by school divisions, schools, families, and testing requirements have contributed to declining teacher job satisfaction and teacher retention. Teachers are leaving high poverty, high minority schools for more affluent schools (Hanushek et al., 2004). The challenge of retaining quality teachers affects schools with diverse populations and high poverty, thus contributing to achievement gaps between minority and non-minority groups (Garcia and Weiss, 2019). Teachers in high poverty or high minority schools, mostly categorized as Title I schools, report low teacher job satisfaction levels, translating into high teacher turnover. The purpose of this qualitative study was to identify principal practices that impact teacher job satisfaction and retention in Title I elementary schools in a large suburban Central Virginia school division. The researcher sought to gain insight from Title I elementary teachers on the factors that they identified as impacting their job satisfaction and retention in their Title I elementary school. Title I elementary principals were interviewed and asked to identify their practices that they perceived to impact teacher job satisfaction and retention. The researcher sought to identify common factors identified by both Title I elementary principals and teachers in impacting teacher job satisfaction and retention. The intended outcome of this study was to provide Title I elementary principals and school division leaders with qualitative data to improve teacher job satisfaction and retention in Title I elementary schools. Data collection included five principal interviews and five teacher focus groups with 16 teachers in Title I elementary schools. An analysis of the data indicated that both teachers and principals perceived support, professional respect, relationships, climate, community, and collaboration to impact teacher job satisfaction and retention in Title I elementary schools. It is anticipated that this study's results could help Title I elementary principals and school divisions with high teacher turnover implement practices to impact teacher job satisfaction and teacher retention in Title I elementary schools; thereby improving consistent, quality instruction and student achievement.
Doctor of Education
Teacher shortages throughout the country have been an issue for school divisions and leaders. The demand for teachers has increased, while the number of teachers entering and graduating from teacher preparation programs, and remaining in the profession is decreasing. High poverty, high minority schools, and/or Title I schools are impacted more severely by the teacher retention challenges (Garcia and Weiss, 2019; Sutcher et al., 2016). The purpose of this qualitative study was to identify principal practices that impact teacher job satisfaction and retention in Title I elementary schools in a large suburban Central Virginia school division. The researcher sought to gain insight from Title I elementary teachers on the factors that they identified as impacting their job satisfaction and retention in their Title I elementary school. Title I elementary principals were interviewed and asked to identify their practices that they perceived to impact teacher job satisfaction and retention. The researcher sought to identify common factors identified by both Title I elementary principals and teachers in impacting teacher job satisfaction and retention. The intended outcome of this study was to provide Title I elementary principals and school division leaders with qualitative data to improve teacher job satisfaction and retention in Title I elementary schools. Data were collected from five principal interviews and five teacher focus groups with 16 teachers in Title I elementary schools. An analysis of the data indicated that both teachers and principals perceived support, professional respect, relationships, climate, community, and collaboration to impact teacher job satisfaction and retention in Title I elementary schools. It is anticipated that this study's results could help Title I elementary principals and school divisions with high teacher turnover implement practices to impact teacher job satisfaction and teacher retention in Title I elementary schools; thereby improving consistent, quality instruction and student achievement.

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Wellings, Christy. "A portfolio of study, practice and research, including "Changes in motivation over time in an acute inpatient treatment service for substance misuse and their relationship to withdrawal symptoms and attrition rates"." Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/828/.

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Howell-Muth, Terra L. "Factors That Predict Dissertation Completion In Counselor Education And Supervision Doctoral Programs." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1541541164863508.

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Lee, Annette C. "The attrition rate at DLI." Thesis, Monterey, California: Naval Postgraduate School, 1990. http://hdl.handle.net/10945/27621.

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Approved for public release; distribution unlimited.
The primary purpose of this research is to identify if a correlation exists between the U.S. Army selection procedure for enlisted soldiers in the ranks of E-1 through E-4 attending the Defense Language Institute and the academic outcome. This thesis focuses on two specific concepts: (1) how the U.S. Army currently identifies those soldiers to be trained as Russian linguists; and (2) whether the Army needs to incorporate changes to its current identification procedures currently used to select soldiers to attend the Russian linguist course at Defense Language Institute, Foreign Language Center (DLIFLC) are examined. A comparison is then made with the soldiers ability to successfully complete the courses in which enrolled. The purpose is to identify the causes that influence attrition. Secondly, this study analyzes the enrollment data produced by DLIFLC to determine if any reliable correlation exists between the current linguist identification procedures and the success or failure of soldiers enrolled in the Russian language course.

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Judd, Annemarie M. F., and n/a. "A comparison of humanistic and traditional teaching methods in a college of technical and further education." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060804.122004.

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This field study examines the comparative effectiveness of traditional and humanistic teaching methods. In part I the origins of humanistic teaching and their relationship to Gestalt therapy are considered. The influence of Humanistic education adult learning theory is also discussed. Part I concludes with an assessment of humanistic teaching. Part II: To measure the comparative effectiveness of the humanistic and traditional teaching methods, three groups of first year students in General English classess in a College of Technical and Further Education were selected. The effectiveness was measured in terms of differences in 1. Self-esteem. 2. Spelling Ability. 3. Attrition rates. 4 Academic Results. It can be concluded that there is: No difference in measures of self-esteem between groups, on the basis of the teaching method used. A large increase in the measure of self-esteem was observed in one of the groups that was taught with humanistic teaching strategies. Spelling measures showed no significant changes in any of the groups. Attrition rates were significantly reduced in groups that received humanistic teaching. Academic results of students completing the course showed no significant differences.

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Obasaju, Mayowa. "Can I Talk to You? Sociopolitical Factors and their Relation to Symptoms and Treatments of Social Anxiety in a Sample of African Americans with Social Anxiety." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-06182009-101014/.

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Thesis (Ph. D.)--Georgia State University, 2009.
Title from file title page. Page Anderson, committee chair; Julia Perilla, Roderick Watts, Leslie Jackson, committee members. Description based on contents viewed Sept. 14, 2009. Includes bibliographical references (p. 73-83).

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Thompson, Erica L. "Effect of state unemployment rate on attrition for first-term U.S. Navy enlisted attrition." Thesis, Monterey, California. Naval Postgraduate School, 2011. http://hdl.handle.net/10945/5744.

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Approved for public release; distribution is unlimited.
This thesis analyzes the effects of unemployment on first-term attrition for U.S. Navy enlisted personnel in the pay grades of E-1 to E-9 with no prior service that attrited between fiscal years 1999 and 2007. Four separate probit models were formed to analyze the effect of the state unemployment rate on first-term attrition for Navy enlisted personnel for cohorts during six months of service, 12 months of service, 24 months of service and 45 months of service. A second model type analyzed attrition over a specific period of time. Attrition was estimated during six months, between 6-12 months of service, between 12--24 months of service and between 24--45 months of service. These models were developed to predict the likelihood of an enlisted sailor attriting when state unemployment rates increase by one percentage point. The independent variables for the two models types included demographic variables, such as Black, White, Asian, Native American, other race, education years, age, female, male, AFQT__score, pay grade dependents, no dependents, first enlistment with bonus, and first enlistment no bonus. Dummy variables for 1999-2007 and dummy variables for states were created to explain any bias of attrition by circumstances, such as the economy. Consistent negative effects on attrition included unemployment rate, Blacks, AFQT scores, years of education and pay grade. Positive influences included age, having no dependents, and females.

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Seker, Erdal, and Emrah Ibis. "The effect of different enlistment ages on first-term attrition rate." Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/41442.

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Approved for public release; distribution is unlimited.
This thesis analyzes the effects of different enlistment age on the first-term attrition for U.S. Army, Navy, Air Force, and Marine Corps enlisted personnel with non-prior service and prior service that attrited between fiscal years of 1995 and 2013. Two separate probit models were used to analyze attrition behavior. The first model was formed to analyze the effect of age at entry on the first-term attrition for four forces. The second model focuses on the attrition based on the character disorder and analyzes the effect of different enlistment ages on this attrition. Both attrition models are conditional and analyzing attrition behavior for four terms'at six months, between 6 and 12 months, between 12 and 24 months, and between 24 and 45 months. The independent variables for the two models types included demographic variables, such as Black, White, Hispanic, other race, and unknown; education level; different enlistment age dummies between 18 and 42; female or male; and AFQT Cat. Unemployment rates by states were included in the regressions. The study concluded that enlistment ages do significantly affect the attrition of enlisted personnel. This effect varies across different time periods'the first six months, the second six months, the second year, and 45-months'and different forces.

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Moss-Wells, Suzette. "Correlation of the attrition rate of black female alcoholics in treatment." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/3674.

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This study examined the correlation between the attrition rate of black female alcoholics in treatment and several personality and psycho!ophysiological variables. Subjects of this study were enrolled in a 28-day treatment program in a local county treatment center with any DMS III diagnosis of alcoholism. Data were collected through a secondary analysis of the records of black female alcoholic patients who entered treatment between December 1982 and December 1985. Of the three hypotheses examined, only one was significant. Results of this study indicated that those women who terminated treatment prematurely were different from those who completed treatment in terms of age and onset of drinking behavior. A Fisher's Exact Test revealed a significant relationship between the two groups regarding use of other drugs. Those women who failed to complete treatment were more likely to be multiple drug users. The remaining variables were found not to be significant.

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Martinez, Sarah. "Perceptions of a Suburban School District's High New Music Teacher Attrition Rate." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3230.

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A high attrition rate exists among new music teachers in a public school district in Central Texas. This problem is mirrored by a high attrition rate of music teachers across the United States. The purpose of this qualitative case study was to explore reasons for the attrition of music teachers at the study site, to articulate why some new music teachers have left the profession, and to identify supports that could be influential in retaining new music teachers. The study was grounded in Gardner's theory that administrators have the ability to make policy changes that can influence retention and attrition rates for music teachers. Data were collected through individual interviews with 3 administrators, 3 new music teachers, and a focus group of 3 former music teachers who resigned from their positions at the study site. Data were open coded and thematically analyzed for reoccurring themes. Findings indicated that the high attrition rate of music teachers at the study site may result from unequal treatment of music teachers compared to core content teachers. Another issue noted was the lack of understanding by music teachers and administrators about available supports to new teachers. Recommendations include providing equal opportunities to music teachers to attend subject-specific professional learning communities and professional development activities. This study may contribute to social change through adjustments to the training and mentoring structures for new music teachers in the local district, which may ultimately decrease the turnover of music teachers.

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Badr, Gelan. "Modeling First -Year Engineering Retention Rate and Success in STEM at Youngstown State University." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1402375615.

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Khan, Abdussami Amer. "A quantitative study to evaluate the employee attrition rate when the leader is collocated or virtual." ARGOSY UNIVERSITY/SEATTLE, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3487786.

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Hill, Shanell. "An Exploration of Factors that Contribute to the High Attrition Rate of African American Nursing Students." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1529490889980467.

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Nielsen, Ronald J. "Does the Intake Method Affect Client Return Rate in a Community Counseling Center?" Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1599669197272163.

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Marshall, Monica R. "The effects of stress on African American graduate student attrition rate: a comparative study of age, gender, and social economic status." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1995. http://digitalcommons.auctr.edu/dissertations/2389.

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Fifty African American graduate students, attending a historically black university in the Southeast, participated in a survey designed to identify common stressors in their lives. The study is based on the Koeske and Koeske (1991) model that is predicated on the notion that individuals perceive certain situations as stressful and can suffer adverse effects due to their stress response. The study’s primaly finding shows that African American students report a high level of stress when dealing with certain life events. Included among these events are divorce, death of loved ones, and career decisions. Despite a high level of stress encountered in dealing with specific events, the study found that the African American graduate students surveyed were able to effectively cope with most of the stressful situations in their lives. Although generalizability is precluded due to the size and composition of the sample, the study suggests that stress is prevalent among graduate students on historically black university campuses. An important implication of the study is the need for programs that counteract stressors leading to attrition. Additionally, the study points to the need for programs that teach stress management and coping skills for African American graduate students attending historically black universities.

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McLachlan, Maria Elizabeth. "Experiences influencing the academic performances of 1st year nursing students at the Western Cape College of Nursing, South Africa, during 2008." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9892_1338815714.

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This is a qualitative study, the aim of which is to explore experiences influencing the
academic performance of 1st Year nursing students at the Western Cape College of Nursing,
South Africa, during 2008 when the College was confronted with unprecedented failure rates
among 1st Year students. It describes the Collegeâs collaboration with a higher education
institution and the changes that emanated from this collaboration. The influence of
situational factors on 1st Year nursing students is explored. These include the legacy of the
inequality of past learning opportunities, institutional factors which hamper studentsâ sense of
belonging, and the social and academic integration of students into their learning
environment. The methodology used in the process of exploring these factors included focus
group discussions with students and in-depth interviews with staff in order to explore their
respective perceptions of the problem. From this it is hoped that the quality of human
resources for health will be enhanced.

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Eliiyi, Ugur. "Discrete-time Stochastic Analysis Of Land Combat." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/759472/index.pdf.

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In this study, we present the implementation and experimental analysis of a modeling approach for analyzing tactical level land combat to generate information for weapon and ammunition planning. The discrete-time stochastic model (DSM), which can handle small and moderately large force levels, is based on single shot kill probabilities. Forces are assumed to be heterogeneous on both sides, and both directed and area fire types are modeled by means of combinatorial analysis. DSM considers overkills and can handle noncombat loss and engagement processes, discrete reinforcements, force combinations and divisions. In addition to experimenting with DSM, we estimate attrition rate coefficients used in Lanchester combat models, such that the two models will yield similar figures for force levels throughout the combat.

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Liessmann, Christina Laverne. "The influence of teacher characteristics, affective responses, teacher qualifications, and the work environment on the attrition rate of emergency-licensed special education teachers : a mixed methods study /." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3276958.

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Thesis (Ph. D.)--University of Nevada, Reno, 2007.
"May, 2007." Includes bibliographical references (leaves 119-126). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2007]. 1 microfilm reel ; 35 mm.

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Shaw, Nakia C. "A qualitative study of nontraditional African American female students' perceptions of the factors that contribute to their high attrition rate in a metropolitan Atlanta two-year college." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/35.

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This study examined 10 nontraditional women at a small two-year institution. The study illuminated the challenges that these women faced as they matriculated and explored personal, professional, academic, institutional, financial resource, peer relationship, and professor relationship factors that they perceive could and has affected their attrition rates. The findings emerged from a host of dominant themes that were generalized at the inception of the study. The participants mostly provided a clear understanding of their perceptions relative to the themes. Therefore, the participants' responses provide an understanding of the relationships that the themes do or do not have to the participants' contribution to the studied institution's attrition rates. 1 The implications drew upon the research to bring forth a cause and effect understanding of the findings that if heeded could assist in decreasing the attrition rates for African-American female students. The recommendations were brought forth in an effort to provide a guiding post for future practices, policies, and research relative to understanding and adhering to the needs of nontraditional African-American female students.

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Du, Plessis Carol Denise. "Experiences of student support in the distance mode bachelor of nursing science degree at the University of Namibia." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/3985.

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Magister Public Health - MPH
An urgent need to rapidly increase the size and capacity of the health workforce to manage the health system in Namibia motivated the development of a Bachelor of Nursing Science degree which has been offered at a distance since 1997 at the University of Namibia. The programme is delivered from the University’s Central and Northern Campuses, enabling qualified nurses to develop management and educator capacity while continuing to work;throughput has however been low and slow. Since student support is posited as a vital ingredient of distance education success, this study sought to understand how students experienced the support services offered by the University of Namibia’s distance education unit – the Centre for External Studies. The study explored students’ experiences and perceptions of administrative, social and academic support services provided by the University. The research design was qualitative, and exploratory, using focus groups and interviews for data collection. The sample comprised of forty Bachelor of Nursing Science students enrolled on both campuses between 2005 –2011 as well as seven staff involved in student support services. Documents and interviews of envisioned support services from the Centre for External Studies served as the basis for the evaluation of services. Data was analysed using thematic content analysis. A comparison was made of the findings from the two campuses.The findings reflected positive experiences of support from family and lecturers as well as institutional offerings such as video conferences. There were, however, some institutional weaknesses in the programme delivery such as the late delivery of study materials which impacted on students’ submission of assignments, and weak communication systems which affected delivery of support workshops. The libraries on both campuses were not adequately resourced and prescribed books were not always available at the local bookshops. Lecturer presence was missed by many students who were not used to distance learning, although the intensity of this experience differed between the students on the different Campuses.Personal challenges were sometimes responsible for student discontinuation of the programme, and work-related challenges affected attendance of vacation schools. These problems were experienced more by the students on the Northern Campus.Out of this study, recommendations were made on how to improve support services for advanced nursing students studying at a distance at the University of Namibia. Ethical clearance for the study was obtained from both the University of Namibia and the University of the Western Cape.

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Tomlinson, Paula. "Mentor Teachers' Perceptions of Effective Mentoring Strategies." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13858505.

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Educators at a public high school in Southeastern United States depend on mentor teachers to minimize the attrition rate among beginning teachers, yet the strategies implemented by mentors lack definition and clarity. The purpose of this study was to explore mentor teachers’ perceptions of effective mentoring strategies and their needs when mentoring new teachers. Maslow’s humanistic learning theory guided this bounded basic qualitative study. The research questions focused on the mentoring strategies mentor teachers perceived as effective and the needs of the mentors. Ten high school mentor teachers, who currently mentor new teachers, were purposefully selected to participate in individual and focus group interviews. Precoding, open and axial coding were used to inductively analyze the data. The results showed mentors promote school culture, are a source of information, build relationships, use data to drive discussion, provide opportunity for reflection, conduct observations, connect theory with practice, and model professional behavior as effective strategies. Mentor teachers indicated that effective communication is crucial when mentoring new teachers. Additionally, they need specific skills to help beginning teachers better understand the reality of teaching and address their unrealistic expectations of the profession. Based on the findings a 3-day professional development for mentor teachers was developed to address mentors’ needs. This endeavor may contribute to positive social change when district administration provides mentor teachers with professional development to enrich their mentoring strategies which in turn may address the challenges new teachers experience and reduce the attrition rate.

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Critchfield, Brian L. "Statistical Methods For Kinetic Modeling Of Fischer Tropsch Synthesis On A Supported Iron Catalyst." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1670.pdf.

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Yasin, Naci. "Application of logistic regression to the estimation of manpower attrition rates." Thesis, 1987. http://hdl.handle.net/10945/22199.

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Amin, Elseramegy Hamdy. "CART program: the implementation of the CART program and its application to estimating attrition rates." Thesis, 1985. http://hdl.handle.net/10945/21183.

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Resch, Teresa Ann. "Attrition, completion, and graduation rates in Georgia technical colleges before and after the inititation of the HOPE grant." 2002. http://purl.galileo.usg.edu/uga%5Fetd/resch%5Fteresa%5Fa%5F200205%5Fedd.

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Mbukusa, Nchindo Richardson. "Barriers to remote rural students access of distance education support services offered by the Centre for External Studies at the University of Namibia." Thesis, 2009. http://hdl.handle.net/10500/3465.

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This research studies and documents the barriers to remote rural students' access of distance education support services offered by the centre for external studies at the University of Namibia The intent of the researcher is to investigate the question: What barriers do remote rural students face when accessing student support services offered by the CES-UNAM? The purpose of the study is to promote the growth of open and distance learning in the area of student support for students in the remote areas of Caprivi and Kavango regions in Namibia. The aim of the research is to provide evidence that open and distance learning students in remote rural areas face academic, administrative and logistics, personal and natural disasters as barriers as they study through the Centre for External Studies, University of Namibia. Six students were interviewed and studied over a period of two months. The students were followed to their places where interviews were held. Several written documents from students registering their grievances with CES-UNAM were requested from the office of the Director and were reviewed and analysed. The results thereof were recorded in thick verbatim as students personally engaged themselves in narrating the barriers that they face each day during their study periods. The results showed that Open and Distance Learning institutions in the world should practise and enhance sound academic, administration and logistics management systems to help students in remote rural areas. CES-UNAM has a challenge to ensure that students in remote rural areas are adequately supported. The researcher recommends that studies in the area of student support in should focus on their transactional, interactional and social contexts in order to enhance their opportunities to continue with their studies.
Educational Studies
D.Ed. (Distance Education)

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Mdluli, Koko Jumaima. "Managing student dropout rates at a technical vocational education and training college in KwaZulu-Natal." Diss., 2017. http://hdl.handle.net/10500/23837.

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The aim of the study was to investigate ways in which student dropout rates could be managed at a Technical Vocational Education and Training College (TVET) in KwaZulu-Natal, Amajuba District. Twenty-eight participants were purposively selected from two campuses in the area representing the Business and Engineering studies. This was done using the non-probability purposive sampling. The researcher focused on determining ways to assist in improving the management of student dropout rates in the above TVET College so as to increase the throughput and the certification rates. The study employed a qualitative design with semi-structured interviews that were conducted with senior managers from the central office, Heads of Departments, lecturers and students who had previously dropped out from the college so as to examine their views and perceptions on the effects of student dropout rates and how the management of student dropout rates could be improved. Data were analysed thematically whereby information was categorised into themes that emerged from the responses of the participants. The findings revealed that causes of student dropout emanate from the financial challenges experienced by students in this area since most of them are from disadvantaged backgrounds, institutional factors such as poor or lack of career guidance, the curriculum, poor enrolment procedure and poor student support services. The study recommends that well organised and effective career guidance should be conducted, the curriculum should be reviewed, and the selection and enrolment procedures should be transparent and understood by everyone. Recommendations for further study are also provided.
Educational Leadership and Management
M. Ed. (Education Management)

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Yu-KaiLin and 林毓凱. "An Empirical Analysis of Hedge Funds Performance and Attrition Rate." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/50675531395607933288.

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Doerksen, Laurie Jean. "A longitudinal study of the attrition rate and demographic factors related to attrition of nonsequential adult students at Brandon University." 1991. http://hdl.handle.net/1993/12131.

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Dissertations / Theses on the topic 'Attrition rates'

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