Dissertations / Theses on the topic 'In-school drop-out'
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1
Glennon, Sara Denise. "Juvenile Delinquency, IDEA Disability, and School Drop Out in High School Students." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195884.
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Over the past 10-15 years, the epidemiological research literature on juvenile delinquency has suggested that there is an over-representation of males and Hispanics within the juvenile justice system, and a disproportionate number of youths having an IDEA disability, including emotional disability, learning disability, and mental retardation. In addition, juvenile delinquents tend to perform lower academically than their peers, come from low socioeconomic status backgrounds, drop out of school more often, and frequently come into contact with law enforcement agencies. Moreover, low academic achievement, male gender, and drop out contribute to the increased chances that adolescents will become involved in delinquent activities. Characteristics of juvenile delinquents also tend to be stable over time and resistant to most types of intervention.The purpose of the present study was to examine whether there were significantly greater percentages of school drop out in adjudicated versus non-adjudicated delinquent high school youths with and without an IDEA disability diagnosis. Significant differences between standardized test scores of those adjudicated and non-adjudicated youths who dropped out versus remained in school were also examined. Other variables studied in conjunction with these included gender, minority, and free/reduced lunch status.Chi-Square Tests of Independence revealed a significant association between adjudication and drop out, regardless of disability, gender, minority, or free/reduced lunch status. Chi-Square results also showed a significant association between adjudication and disability, but for non-drop out delinquent youths only. Drop out and disability was found to be significantly associated for males only.Univariate Analyses of Variance revealed significant differences in AIMS Reading standard scores between delinquents who had, versus had not, been identified as having a disability. Significant differences in reading scores were also found between those identified, versus not identified as SLD. Furthermore, an interaction effect between disability and minority status was present. Similar differences were found with respect to AIMS Math scores. Limitations and implications of findings as well as future research directions were discussed.
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Elofsson, Johannes, and Josefhin Jartsjö. "Young females' reasons to drop out of school in Matemwe, Zanzibar." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32107.
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Detta examensarbete utfördes i byn Matemwe som ligger i den nordöstra delen av ön Unguja, Zanzibar, i september och oktober 2012. Det var finansierat av Sidas stipendium Minor Field Study. Studien inriktar sig på flickor som har hoppat av Form 1 och 2 i motsvarande högstadiet mellan åren 2007 och 2012. Kvalitativa metoder med prioriteringsrankning av kort användes för att underlätta kommunikation. Vidare är studiens syfte att identifiera anledningar till varför åtta flickor hoppar av skolan i byn och förstå deras tankar kring hur beslutet påverkar deras framtid. Innehållet på varje kort är baserad på tidigare forskning som behandlar olika anledningar till att hoppa av skolan. Varje respondent valde två till sex anledningar och de mest vanliga var språkliga barriärer, hälsoproblem och finansiella omständigheter. Trots att dessa mönster har identifierats är ett avhopp en komplex fråga som inkluderar en lång historia. Flickorna visade sig ha god förmåga att hantera svårigheter som eventuellt orsakar skolavhopp, delvis på grund av deras tankar om utbildning och dess framtida fördelar. Sammanfattningsvis var beslutet att hoppa av skolan rationellt och baserat på flera anledningar i samtliga fall. Slutligen kan sambandet mellan skolavhopp och fattigdom inte uteslutas.This undergraduate thesis was conducted in the village of Matemwe, Northeast coast of Unguja Island, Zanzibar. It was financed by Sida’s Minor Field Study scholarship in September and October 2012. The study focuses on females who dropped out of Form 1 and 2 in lower secondary school between the years 2007 and 2012. Using qualitative interview technique with priority ranking flashcards functioning as a medium of communication, this study intends to identify reasons why eight females in this village dropped out of school and to understand their thoughts on how the decision affects their future. The content of each flashcard was based on previous research covering reasons for dropping out of school. Each respondent chose two to six reasons, with the most common causes being linguistic barriers, health issues and financial circumstances. Despite these patterns being identified, a dropout is a complex matter including a long story. The young females were found to have great ability to cope with difficulties that may cause school dropout partly because they had positive thoughts about education and its future benefits. To conclude, the decision to drop out was in all cases rational and based on several reasons. Finally, the relationship between dropouts and poverty cannot be ignored.
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Nogueira, Vitor. "Design For Education - Visualizing The School Drop-Out Forces in Brazil." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491562521227012.
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Kannemeyer, Catherine. "School drop-out in the Western Cape : the role of prior school progress, ability, pregnancy and family background." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/5805.
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Lockhart, Tanya M. "High School Drop Outs with Learning Disabilities in the U.S. Virgin Islands." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7818.
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A decline in high school dropout rates of students with learning disabilities (SWLDs) has been reported in the U.S. Virgin Islands (USVI). Of the2 school districts in the USVI, St. STT/STJ and STX, the researcher examined high school experiences of SWLDs who dropped out and did not attain a high school diploma in STX. Utilizing the conceptual framework of Maslow's hierarchy of needs, participants' personal high school experiences were examined in an effort to understand factors leading to their choice to drop out. The researcher interviewed 12 participants who were drop out SWLDs, ages 18 years and older. Interview data were coded and analyzed for common themes. Member checking and peer debriefing were utilized to achieve credibility and trustworthiness. Data analysis resulted in the identification of patterns, or themes, relative to participants' STX high school experiences which contributed to their decisions to drop out. The themes included, peer, family and teacher lack of support, ridicule, peer pressure and behavior problems. Most of the participants had not reached Maslow's highest need for self-actualization. Maslow purported that if needs are not being fulfilled in homes, then they can be fulfilled in schools where a positive school culture is apparent. In this case, students with learning disabilities needed to feel there was value in their education and obtaining a high school diploma. The results of this research might contribute to positive social change by identifying SWLDs' need requirements to attain a high school diploma and provide high school administrators with valuable information to enhance school learning environments for SWLDs and increase high school SWLD graduation rates.
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Ananga, Eric Daniel. "The drop out experience of basic school children in rural Ghana : implications for universal basic education policy." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6937/.
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One of the key issues surrounding participation in basic schooling is the phenomenon of school dropout. Dropout is known not as a single event but a process that is not well understood. The rationale for this thesis argues that unless the dropout process is understood, there will be no meaningful intervention to curb it. This study therefore explores the dropout experience of basic school children in Ghana. In the context of this exploratory study, informed by the concerns of achieving education for all children by the year 2015, I sought to gain insight into the processes that lead children to drop out of school, how dropout occurs, the manifestation of dropout and the policy implications of dropout for free compulsory universal basic education in Ghana. The research inquiry is guided by two main research questions: what are the experiences of dropout children? And how is school dropout manifested? Specifically, the research questions sought to explore children‘s understanding and interpretation of dropout, how dropout occurred; what conditions within and outside school do children regard as responsible for their dropping out, and what the implications of the findings are for universalising universal basic education in Ghana. In exploring the experience of dropout children, I tracked 18 children who had initial access to basic education but stopped schooling at some point for their stories. I used multiple methods of data collection, viz. in-depth interviews, observations, photographs and school records. From the data gathered, the following are the main findings of the study: Concerning the dropout process, children experience dropout first as temporary—sporadic, event and cohort based on their economic survival needs and later permanently—unsettled and settled as a result of becoming significantly overage and the diminished value of schooling. Conditions both within school – teacher factor, school practices and processes, and outside – poverty, opportunity cost of schooling, networks among children to encourage dropout by pushing and/or pulling children out of school. As a process, pupils go through three phases – disadvantage, disaffection and disappearance to become school dropouts. It is argued that, to prevent pupils from dropping out of school and to encourage children who already dropped out to return to school. Education policy would have to focus more on addressing the peculiar needs of children who show sights of entering the dropout process. Also, it is necessary to differentiate out of school children – dropouts from out of school children –never enrolled when designing and implementing interventions for universalising basic education.
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Maulik, Manas Kumar. "Adolescence and school failure : a comparison of school dropout in India and France." Thesis, Nice, 2015. http://www.theses.fr/2015NICE2016/document.
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Le décrochage scolaire affecte non seulement l’avenir économique et le statut social de l’individu, mais représente aussi un grave handicap pour sa famille, ses enfants et son pays. Dans cette étude nous comparons le décrochage scolaire en Inde et en France, deux pays très différents, mais concernés par le décrochage scolaire, à des degrés divers. Au ch. 1 nous comparons la structure, l’histoire et le fonctionnement des systèmes éducatifs de la France et de l’Inde, sur quelques facteurs significatifs comme le taux d’inscription des élèves, la compétence de lecture, le statut économique des familles. Nous faisons un bref rappel du développement psychologique de l’adolescent et de son impact sur l’apprentissage.Le ch. 2 est consacré à l’étude du décrochage. Nous examinons les variations de sa définition selon les pays, ses causes externes (pauvreté, analphabétisme parental, environnement culturel) et internes (redoublement, échec scolaire), ses conséquences (chômage, troubles sociaux) et ses remédiations (veille par enquêtes, formation d’adultes, politiques éducatives). Dans le ch. 3, nous présentons les enquêtes que nous avons menées dans le collège Leï Garrus(Var) et l’école Lakshmipur Shamidji Seva Sangha (Lakshmipur), sur des élèves de 15-16ans, en empruntant la méthodologie des enquêtes PISA. Nous faisons le bilan des similitudes (échec en mathématiques, désintérêt pour la langue) et des différences (causes externes du décrochage, suivi extra-scolaire, poursuite d’études envisagée). Enfin, nous insistons sur les limites mais aussi la nécessité de l’approche comparative, en nous prononçant pour une perspective interculturelle de la recherche en éducationIn last few decades priority has been given to prevention of school dropout which not only affects the future economic and social status of individual but also presents a huge problem for his family, his children and his country. In this study, we compare school drop in two countries, India and France, very different, but concerned with drop-out at various degrees.In chap. 1, we compare structure, history and functioning of education system in France and India, using significant factors like students’ enrolment, reading ability, economic status of families and resort to private tuition. We conclude with a brief reminder of the psychological development of adolescents and its impact on learning.Chapter 2 is devoted to the dropping out study. We examine the variations of its definition according to countries, its causes, external (dwelling place, cultural environment, parents’ illiteracy) and internal (basic skills deficiency, grade repetition, teacher expectation), its consequences (unemployment, illiteracy, decline of GDP, social climate disturbance) and its remedies (regular educational surveys, adult education, educational strategies).In ch. 3 we present the surveys we have carried out in collège Leï Garrus (Var) and Lakshmipur Shamidji Seva Sangha High school (Lakshmipur) with 15-16 aged students, on the basis of PISA questionnaires regarding basic skills and teacher-student relationship. We underline resemblances (failing in language and mathematics) and differences (drop out external causes, extra-school tuition). Finally, we emphasize the limits but also the need of the comparative approach, defending an intercultural perspective of education research
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Duncan, Lucila Diaz. "Case studies of low socioeconomic Mexican American graduates in the Austin Independent School District: why they didn't drop out." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4803.
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Research data revealed that Mexican Americans have the highest dropout rate of
any other Hispanic group. Since Hispanics are becoming the highest minority group in
the U.S., the primary purpose of this qualitative study was to investigate what helped
third generation low socioeconomic Mexican American A.I.S.D. students successfully
graduate from high school. Three former students were selected from three different
high schools. The researcher collected data through individual interviews with each
participant and with key informants such as parents and school personnel. Issues
examined included participant perceptions of factors that kept them in school, the
support systems they believed were important, and the challenges they encountered.
The overall findings revealed that the three participants had a strong sense of
control, positive relationships with peers and school staff, parents who valued education,
and strong school support through programs or personnel.
Recommendations for educators based on the findings include 1) staff development on building relationships with students and communicating with parents, 2)
creation of nurturing and academically rigorous school environments.
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Acosta, Sierra Geovana. "Understanding high school drop-out risk in Colombia's cities the impact of local market conditions and expected lifetime earnings /." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4434.
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Halferty, David Stanton. "A Comparison Of The Career Assessment Inventory And The Strong-Campbell Interest Inventory In A Minority, High School Drop-Out Sample." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3221.
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Problem. The Strong-Campbell Interest Inventory (SCII), an inventory with some validity, was directed at the professionally oriented client. The Career Assessment Inventory (CAI) appeared in 1976 as an inventory normed on the non-professional, blue-collar worker, directed at the non-baccalaureate student. There had been little research on minority, non-college oriented youth. Purpose. The purpose of this study was to compare the predictive and concurrent validity of these two inventories for a drop-out, non-college oriented population. These inventories were compared for predictive validity to short-term occupational outcome, and for concurrent validity to Expressed Interest. Also, the distribution of interests across the six RIASEC themes was compared.
Procedure. For the years 1977-1981, participants in the High School Equivalency Program, University of the Pacific, Stockton, CA, were interviewed to ascertain their Expressed Interests and were given either the SCII or the CAI during the first three weeks of program attendance. Following graduation, short-term occupational outcome data, or college major (if there was no occupation) were recorded. Chi-square was used to compare the inventories on hit-rates for short-term occupational outcome. Findings. No significant differences were found in the predictive validity of the CAI and the SCII to short-term occupational outcome, using inventory scale scores, expressed interest, consistency, differentiation, and cross-scale congruence, with this specific population. The distribution of interests across the six RIASEC themes of the inventories showed significant differences at the .05 level. The distributions of RIASEC categories were significantly different (.01 level) for men versus women. On the CAI, a greater proportion fell in the Conventional theme for males; the Social and Enterprising themes for females. For the SCII, a greater proportion fell in the Artistic theme for males; the Realistic and Conventional themes for females.
Recommendations. This study should be replicated using long-term follow-up data with minority, non-professionally oriented populations.
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Yokozeki, Yumiko. "The causes, processes and consequences of student drop-out from Junior Secondary School (JSS) in Ghana : the case of Komenda-Edina-Eguafo-Abrem (K.E.E.A.) district." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10021758/.
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Despite open access to both primary and junior secondary school (JSS), non-enrolment and dropout have been countrywide problems in Ghana. This thesis investigates the nature of student dropout from JSS in one district in the country, through four main questions. What is the relationship between drop-out rates and school characteristics of JSS in K.E.E.A. district? What are the factors causing students to drop out? What are the processes of dropping out? What are the consequences of dropping out? The thesis investigates the above questions in two phases: the first on a macro level, by means of a school survey of all 39 schools in the district; and the second on a micro level, by means of an in-depth study of drop-outs from four schools. In the school survey, among the school factors included in the current study, few showed significant association with the drop-out rates. (However, in subsequent in-depth study, the school characteristics were found to exert some influence; for example, the schools with low drop-out rates had stronger teacher commitment). In the school survey, drop-out rates were clearly associated with gender. The in-depth study of 32 drop-outs from four schools suggested that the cause of drop-out was predominantly finance for males and pregnancy for females. In a comparison of 32 drop-outs and 32 stay-ins, where age, gender, academic achievement and economic status were matched, few differences were found in family composition and school experience. In the examination of matched pairs, drop-outs tended to display particular characteristics, such as belonging to a minority language/ethnic group, or having a slight physical handicap. Parental divorce was common among both drop-outs and stay-ins. The investigation of the process of leaving school revealed that the problem was more complicated than the surface cause might suggest; there were often multiple causes leading drop-outs to abandon their education. When problems such as parents' divorce, belonging to a minority language/ethnic group, or having a slight physical handicap were coupled with poverty, the combination of these factors could cause students to leave school. Although a cause might not be serious enough to effect drop-out by itself, many students were already on the verge of dropping out; thus very little pressure was necessary to cause them to discontinue their schooling. Girls were more vulnerable than boys. Girls in general showed fewer risk factors yet more girls than boys dropped out. In some cases girls would not have dropped out if they had not become pregnant. After leaving school, most drop-outs engaged in economic activities. Only a few drop-outs wished to go back to school, and almost all wished to undertake an apprenticeship to lead to selfemployment. The occupational skills learned in apprenticeship were gender-specific, and women had fewer choices. Inequality was evident at every step; girls were disadvantaged in enrolment, retention, examination results, and in economic activities after leaving school. Education can be an effective tool for empowering the disadvantaged population. However, schooling in rural Ghana was not always meeting the strategic needs of the disadvantaged. Drop-outs, therefore, searched for other alternatives in which they could be successful, such as self-employment in microenterprises.
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Davidse, Portia. "An examination of the relationship between learner and teacher motivation and self-efficacy in relation to the intention of learners to drop out of school." University of the Western Cape, 2016. http://hdl.handle.net/11394/4894.
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Magister Artium (Social Work) - MA(SW)Learner and teacher motivation are vital to the study of learner retention or dropout rates in schools. Together with self-efficacy of both teachers and learners, its effect on learner retention rates in South African secondary schools can no longer be ignored. The aim of this research was to examine the relationships of learner and teacher motivation and self-efficacy with learners’ intention to drop out of high school. The Self-Determination Theory (SDT) and Bandura’s Theory of Self-efficacy were adopted to explain the relationship between studied variables. A quantitative methodology was used with a cross-sectional comparative design. The sample consisted of 625 learners and 111 teachers from 5 randomly selected high schools in the Metro North (from 43 government high schools) and 5 randomly selected schools in Metro East (from 42 government high schools) Education Districts in the Western Cape. Fifty percent of the schools were considered low income schools based on the school fees requirement. The data were collected using self-report questionnaires consisting of four sections, Demographic Information, the Motivational Index, Self-efficacy and Dropout Perceptions. The data were analysed with the Statistical Package for Social Sciences (SPSS V23). The current study found no significant relationships between teacher and learner motivation and self-efficacy. However, there was a significant negative relationship between teacher self-efficacy and learners’ intention to drop out of school. There was also a significant positive relationship between learner motivation and learners’ intention to drop out of school. Further research should be conducted to establish the reasons why there are negative relationships between teacher self-efficacy and learner self- efficacy. Also why a large number of learners, especially those from low socio-economic schools, seem more motivated to leave school than to persist. A further investigation is also required into the predictive factors which lead to learner vulnerability to drop out of school.
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Dube, Andile Laureth Maletsatsi. "Pathways of out-of-school youth and their re-entrance into the education training and development system or the labour market." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/25303.
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The study is an investigation into the pathways of out-of-school youth and their re-entrance into the Education Training and Development (ETD) system or the labour market. In the study the pathways of youth who dropped out of school between grades 1 and 11 are traced as they seek re-entrance to the ETD system, or entrance into the labour market. Particular attention was given to the factors that determine the choices that dropouts make either in re-entering the ETD system or entering the labour market. An analysis of the experiences of the interviewed sample of dropouts is presented. The study employs a qualitative research methodology using interviews to elicit the experiences of dropouts and school managers. The participants (young people and three school principals) were selected through snowballing from a township south of Durban. Individual and focus group interviews were held. The findings provide evidence of the value of investing in education, as suggested by the youth. This is in line with the human capital theory framework that suggests that there are major benefits to investing in education. The study is concluded by suggesting the need for second chance education in South Africa.Thesis (PhD)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted
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Patterson, Melanie Marshee. "A Qualitative Analysis of High Achieving African-American Females' Perceptions on Factors That Impact on Time High School Graduation in Southeastern Virginia." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/51089.
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The purpose of this study was to identify the experiences, attitudes, and successes of a group of high achieving African American female students that impact their on-time high school graduation. On-time graduates are described as students who complete high school in four years. High achieving African-American female students completing high school on time identified factors related to family, school, and community as essential in their success. Several underlying factors are within the three themes that studies show can be used as a way to pilot programs, deter drop-outs from leaving school early, and cohesively work in communities across the United States.
A qualitative approach was used to analyze a selected group of high achieving African American females' perceptions to their success in high school. The research questions were: 1. What school factors do a group of high achieving African-American female students perceive as attributing to their on-time graduation from high school with honors and advanced diplomas? 2. What family influences do these high achieving females perceive as attributes to graduating on-time with honors and advanced diplomas? 3. What community influences do these high achieving African American females' perceive as contributors to on-time graduation with honors and advanced diplomas? Twenty-four high achieving African American females' from one high school were eligible to participate in the study. Eight students participated in the study, which included open-ended interview questions and a sentence completion questionnaire. All interview questions were centered on the support provided by the school, community, or family.
The results of the study showed parents; specifically the mothers of the participants had the greatest impact on the high achieving African American females' performance in high school. The teachers of the high achieving African American female students were supportive and caring. The community recognition that the high achieving African American females received was a motivating factor to varying degrees. The high achieving African American female participants, in the study, all possessed intrinsic motivation and work ethic to be academically successful.Ed. D.
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Kader, Ismail. "Challenges of grade progression and promotion in outcomes based education among educators of grade ten learners in the Western Cape. a case study of Emmerose secondary school." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/4050.
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Masters in Public Administration - MPAWithin the field of secondary education in South Africa there is currently a major crisis over learners’ poor academic achievement. This is a challenge to all roleplayers,especially the high failure and drop-out rates in Grades 10 and 11. In this study the problem of grade progression and promotion in Outcomes- Based Education (OBE) in a mixed low, middle and working-class school is addressed. The main question arising from this problem concerns the high promotion and low retention rates at the school. The central focus in this thesis is the understanding of grade progression and promotion on the part of Grade 10 educators. Thus this study investigates the implementation of grade progression and promotion, through observation as to how the actual practices and methods of educators and their Senior Management Team influence this process. Furthermore, the consequences for Grade 10 learners of the practices associated with grade progression and promotion are examined. This includes an analysis of educators’ opinions and how their practices of grade progression and promotion have affected or disadvantaged the learning process.This research is conceptualized in the domain of social, post-structural and constructivist theory, which provides a meaningful framework to help understand and explain educators’ multiple perceptions in the classroom. The study starts by exploring whether a poor socio-economic environment has a direct influence on activities in schools. This study also examines whether a poor socio-economic environment contributes to a dysfunctional situation in the classroom and school environment, which unintentionally influences the grade progression and promotion sessions. In addition, the study investigates and determines whether there is a disjuncture between policy (theory) and implementation (practice) when conducting grade progression and promotion. A qualitative research method was used in this study and a qualitative ethnographic design, influenced by an interpretivist framework, was adopted. Qualitative ethnographic techniques, such as observations, interviews and documents, were employed to collect relevant information for this study. Data was analyzed by using thematic narrative analysis to answer the dissertation questions. Ethical conduct and procedures were strictly observed.The results show that the socio-economic environment contributed to a dysfunctional condition in the school, which had a negative impact upon, and influenced the learning experience of, both educators and learners. The evidence revealed that the actual practices of educators and the school’s Senior Management Team during progression and promotion meetings were influenced by their subjective perceptions, attitudes and opinions. From this, the conclusion was reached that the progression, promotion or retention of learners resulted in positioning and labelling in the classroom, which might eventually lead to low motivation, weak performances and dropping-out. The significance of this study lies in the practical and academic value it holds for educators and other stakeholders. The findings, implications and recommendations can be used as a guide to provide solutions to problems and barriers which occur during grade progression and promotion in schools, and may offer opportunities for further investigation or study.
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TRUSSONI, FRANCESCA. "I fattori di rischio e protettivi al disagio scolastico in adolescenza: l'analisi multivariata dei dati su uno studio longitudinale." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/8744.
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This work explores the evolution of psychological variables that evaluate adolescents’ experience of school aiming to study (and prevent) drop-out.
Data from a 3-wave longitudinal panel (N = 235, measured at 12, 15 and 17 years of age) were used to estimate a structural equations model with the same observed variables, scales adapted from another longitudinal study (Borricua Chidren Interview, Bird, 2006), in the three waves as indicators of risk or protection factors with the factors linked over time predicting school experience of the adolescents.
A specific questionnaire, S.I.D (Self Inventory in-school drop-out) was constructed to probe the reasons for feeling uneasy at school (covert drop-out). The resulting structural equation model identified 3 scales - self-esteem, coping and social supports- as protective, and 4 scales - association with deviant peers, delinquency behaviour/attitude, and sensations seeking – as risk factors for covert drop-out in S.I.D.
The loadings of the observed variables vary over time. The role of relational variables is determinant at 17 years, when peer relationships are obviously relevant, both in term of risk (deviant peers), and in term of protection (social support).
Implications for current practice and future research are discussed for understanding the etiology of in-school drop-out and adopting specific prevention strategy to improve the quality of school experience during adolescence.
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Lupondwana, Masiza Howard. "An Investigation into learner drop-out and sustainable community development in Kwazakhele Township, Nelson Mandela Bay Municipality." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/18310.
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The objective of the study was to investigate learner drop-out and sustainable community development. The study was conducted in Kwazakhele Township in Nelson Mandela Bay. This study used qualitative research approach- interviews and structured questionnaires were used to collect data from the participants. The sample consisted of 40 respondents both Females and Males between the age 15 and 35 years. In Kwazakhele Township most of the youth are learner drop-outs who exited educational system before attaining National Certificate (Matric). This had an effect on the acquisition of skills for sustainable development. United Nations report on Sustainable Development requires members of the community to be able to handle matters concerning their own development. This means community members should possess skills that would enable them to cope with constant demands of development. In the same Kwazakhele Township the consequences of the learner drop-out phenomenon is that lot of girls get pregnant at an adolescence stage. In most cases the boys who impregnate these girls are not working, they themselves depend on their parents for living. Because of the poor socio-economic status and high rate of unemployment of households in the area, this result in a situation where both girl child and their babies depends on the old age social grant for basic needs such as food etc. These dropouts are political risks in a sense that they are sometimes being used in community protesting marches which are unnecessarily hindering community development projects aimed at enhancing and promoting general welfare including better life for all. So the study will investigate and examine effect of learner drop-out in the community and recommends on what to be done in order to address shortfalls and challenges faced by the Kwazakhele community members. This will enable local authorities to be proactive in establishing programs that brings directive and solutions to the existing problems.
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Saliwanchik-Brown, Cheryl. "From K-GED: Maine Teenagers Describe Social, Emotional, and Relational Factors and Conditions Involved in their Decisions to Drop Out and Complete with a GED." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/SaliwanchikBrownC2008.pdf.
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Ketija, Danovska. "Reasons behind children drop out of primary schools with unequal socio-economic preconditions : A comparative case study of three primary schools in Babati Town Council, Tanzania." Thesis, Södertörns högskola, Utveckling och internationellt samarbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35520.
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One of the countries where the basic academic education is problematic to achieve is Tanzania. Despite the multiple attempts to increase enrolments and decrease dropouts through new partnerships and organizations, high level of drop out still occur in the country. Two research questions were composed in aim to understand why this drop out phenomenon still occur. First question: “Which individual/ collective factors contribute to that girls and boys in the age group between 7 and 13 drop out of primary schools?” and the second question: “What differences are there in the drop out causes between two more “privileged” and one more “marginalized” school?”. The answers to these questions were found through the field work in Babati Town Council, Tanzania. There primary data was gathered in form of semi-structured interviews with three headteachers from three different schools. Two privileged schools; Maisaka Primary School and Primary School Oyster bay, and one marginalized school; Kiongozi Primary School. Also interviews with nine parents/other guardians of dropouts were conducted. Gathered data was summarized in short case stories, narratives which later on were analyzed with in a theoretical framework. This theoretical framework consisted of six different theories. These theories are; Academic Mediation theory, General Deviance theory, Deviant Affiliation theory, Poor Family Socialization theory, Structural Strains theory and lastly a theory of Institutional Departure. The conclusion of the study is that, even though the schools are located in the same area a major difference in dropout rates and its causes are existing. At the marginalized school there is a high level of drop out and at more privileged schools no dropouts occur. Factors which play a major role for this existing difference are; childrens and parents commitment to school, family structure and background, family's socio-economic status, relationships in the family and of course quality of the school.
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Hunter, Nina. "Adolescent school drop-out in South Africa : an asset-vulnerability framework." Thesis, 2002. http://hdl.handle.net/10413/5394.
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This article investigates the impact of poverty and shocks on adolescents, particularly their role in early school drop-out. Data consisting of 3043 adolescent interviews and 1945 household interviews, from a recent survey entitled Transitions to Adulthood among Adolescents in Durban, South Africa, has been used. While conventional explanations of drop-out acknowledge the role of socio-economic factors, this paper attempts to understand, through an asset-vulnerability framework, the explicit contribution of poverty and shocks to drop-out in the South African context. The results indicate that the poverty-based theory of drop-out put forward, while appealing, does not fully account for drop-out. Instead, it would seem that among poor households the education of their children is seen as an asset that is to be protected. It is proposed that school feeding schemes be reconsidered as a social welfare tool to support poor households in their attempts to keep their children in school.Thesis (M.Dev.Studies)-University of Natal, Durban, 2001.
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Ching, Hwa-Hee, and 莊和喜. "A study of Singapore drop-out student willing to stay in School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/15093687518723596577.
Full textAbstract:
碩士國立暨南國際大學
輔導與諮商研究所
102
In this study, we seek to find out if counselling can help youths stay in school by understanding the reasons why youths drop out or consider dropping out of school and the factors that would motivate youths to stay in school. The study then attempts to find out if and how counselling could be one of the factors that can motivate youths to stay in school. This study employed a qualitative approach; semi-structured interviews were conducted with four at-risk youths who had dropped out or considered dropping out of school. It was found that youths typically dropped out or considered dropping out due to a combination of push and pull risk-factors. Push risk-factors included perceived discrimination, social factors, school rules and disinterest in certain academic subjects, while pull risk-factors included external peer groups. Protective factors that could motivate youths to stay in school included the perceived relevance of subjects studied to future goals, parental influence, using a “soft” approach, providing affirmation, positive social support from significant others and positive interactions with peers in school. The implications for schools and counsellors and the limitations of the study are also discussed. Keywords: Youths at-risk, dropouts, counselling
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YING, CHIU SZU, and 邱思穎. "A study of self-efficacy, work stress and work involvement of junior high school teachers participating in drop-out guidance work involvement of junior high school teachersparticipating in drop-out guidance work." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/05520236702387884068.
Full textAbstract:
碩士國立臺灣師範大學
教育心理與輔導學系碩士在職專班
101
The purposes of the study are to explore the differences of self-efficacy, work stress and work involvement of participating in drop-out guidance work among different background junior high school teachers and to analyze the correlations among these three variables and to predict the work involvement through teachers’ background variables, self-efficacy and work stress from junior high school teachers. The study adopted survey method and 326 teachers with experience of drop-out guidance work from 42 junior high schools in Taipei and Xinbai City. The instruments applied in this study with Self-efficacy Scale, Work stress Scale and Work involvement Scale for participating in drop-out guidance work . The obtained data were analyzed with descriptive statistics , t-test ,one-way ANOVA, MANOVA,Pearson product-moment correlation, Canonical Analysis and stepwise multiple regression.The result were as follws： 1. The teachers participating this study revealed that they with high self-efficacy and work involvement in drop-out guidance work, however with slightly high work stre 2. Teachers who participated in drop-out guidance work showed no significant difference in level of self-efficacy, work stress and work involvement regardless of age, year of work and school scale. 3. Teachers with different gender who participated in drop-out guidance work showed no difference in level of self-efficacy but showed difference in level of work stress and work involvement. 4. Teachers with different job titles who participated in drop-out guidance work showed some difference in level of self-efficacy, work stress and work involvement 5. Teachers with different experience of guidance and different graduation who participated in drop-out guidance work showed some difference in level of self-efficacy and work involvement but showed no difference in level of work stress. 6. Teachers who participated in drop-out guidance work showed significant correlation among self-efficacy, work stress and work involvement. 7. The background, self-efficacy and work stress of those junior high school teachers who participated in drop-out guidance work were important variables to predict the work involvement ,in which [self-efficacy], [mentor] [frustration] could effectively predict and explain 78.4% of the work involvement from the teachers. According to the results, discussion, conclusions and suggestions were provided to teachers, school administer etc. and for further researches.
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Liang, Shin-Fang, and 梁馨方. "The Effects of Solution-Focused Counseling in Junior High School Drop-out Returned Students." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/67397981061608624739.
Full textAbstract:
碩士國立彰化師範大學
輔導與諮商系
90
The Effects of Solution-Focused Counseling in Junior High School Drop-out Returned Students Shin-Fang Liang Abstract The purpose of this study is to examine how the effects of solution-focused counseling to help the returnees adjust themselves to school system. Based on the approach of qualitative research, I take two junior high school returnees as the participants of my research. In order to seek how the inter change of the returnees during the individual counseling, I use qualitative analyzing the counseling drafts word by word .Through which I get the following conclusions: 1. SFBC model can help the returnees have some inter-self-system change. The change includes: positive points of view, self-efficacy, self-control, perceptive expansion ,self-commitment ,self-acceptance ,pro-activeness ,social support, the orientation to the future, empowerment and stability. 2. When the returnees come back to the school system , they need to adjust themselves. After receiving SFBC to evoke their strength, the two returnees become more positive in class, put themselves under an obligation to be a student and have high-presented rate. They also had cognitive transformation in studiousness, base on the school-identity ,they considerate others and constrained themselves. Besides, they get better interpersonal relationship. They perceive concern, expectation and support from teachers ,family and classmates. Therefore they are willing to combine with others, cooperate and respond gently. About psychological adjustment, they had positive education value, more positive and concrete future vision,evoked self-commitment to adjust to school learning and positive self-identity. The research aims to discuss the outcome induced above and provide some suggestions for school guidance working and researchers to take as a reference.
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陳嬌芳. "Researching lived experiences of junior high school drop-out students in Hualien County, Taiwan." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/59676335858601109753.
Full textAbstract:
碩士國立嘉義大學
家庭教育研究所
95
Researching Lived Experiences of Junior High School Drop-out Students in Hualien County, Taiwan Chaio-Fang Chen Graduate Institute of Family Education National Chiayi University Abstract The purpose of this study was to investigate and understand the lived experiences of junior high school drop-out students. A hermeneutic phenomenological approach was conducted to be a methodological guideline for this study. The study intended to interpret and explain interviewees’ lived experiences as well as uncover the meanings of such experiences. Semi-structured in-depth interviews were used for data collection. Six junior high school drop-out students were interviewed from Hualien County, Taiwan. The thematic analysis method was used to analyze the texts to develop common themes. The following five themes uncovered the lived experiences of being a junior high school drop-out student: (1) I experienced that there’s no warmth and love at home and no fun at school; (2) I felt frustrated and confused at school, and sought excitement in the outside world; (3) I was struggling and wandering between crew and law; (4) Maintaining unstable relationships among friends, I have to watch out the pitfalls surrounding me; and (5) Experiencing myself being loved and cared, I look forward to my bright future and belonging to this society. Based on the results of this study, the researcher has proposed suggestions to the drop-out students’ families, educational institution, family education professionals and future studies. Keywords: hermeneutic phenomenology, junior high school drop-out students, lived experiences, thematic analysis
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Setlolela, Isaac M. M. "An investigation of inside school factors which may contribute towards the high drop out rate in some of Lesotho secondary school." Thesis, 2010. http://hdl.handle.net/10539/7583.
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Statistics both from inside Lesotho and outside Lesotho indicate that there is a high drop-out rate in Lesotho schools (Ministry of Education and Training, 2007; Unite Nations Sub-Saharan Regional Report, 2006). This is despite the efforts of the government of Lesotho to try to bring down the rates of drop-out on all levels of schooling. In an effort to try to achieve this, the government in 2002 implemented a long waited programme of free education for all which was in line with the undertaking of many countries who are signatories to the Education for All (EFA) initiative. This was done so that all children can have access to free basic education.
However this initiative along with other reforms and initiatives taken by the government which provide bursaries for poor children (Nyabanyaba, 2008; MOET, 2007) so that learners can go to school, many learners still continue to drop-out of school. It is upon this basis that I decided to investigate whether there are factors inside schools which may be responsible for such a high drop out rate among learners in Lesotho secondary schools. In carrying out this research it was important that I engaged with actors within schools to get an understanding of what it is that may be pushing learners out of school.
The interactionist approach in this regard was very appropriate and helpful as Blumer (1969) and Cohen (1985) point out that through interactionism, one is able to get an understanding as to the processes that shape people‟s actions, thinking and why they react to circumstances the way they do. And interactionism again offered me an opportunity to understand what „strategies‟ they use to „cope‟ with the world Woods (1983). From this perspective ways in which actors make choices, improve and counter others‟ strategies in their „habitus‟ (Bourdieu, 1977) come under scrutiny.
My reason for taking this direction was based on my belief that it is not only factors outside school which can contribute to the high drop-out rate, but other
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factors from inside school can have the same impact as well. Many young people dropped out of school and may not be in a position to live „various lifestyles‟ (Sen, 2001). This is because once they drop out of school many of them take low paying jobs which force them to work under poor conditions, risking their lives and making them to live in poverty which counts among many forms of „unfreedoms‟ (Sen, 2001).
I selected four secondary schools to carry out my research. The participants in each school were ex-learners, one teacher and a principal. Two schools were based in the rural area while the other two schools were based in the urban area. I used Education Management Information System (EMIS) and other school resources to find out where the drop-out rate was the highest. I had originally intended to interview and administer a questionnaire to 40 ex-learners, 10 from each school, but I could only locate 25 learners as some had relocated to other places inside and outside Lesotho. All the interviews I had with teachers and principals, one from each school were tape-recorded. Ex-learners interviews were tape-recorded as well. The tape-recorded interviews were later transcribed.
My findings revealed that there exists an atmosphere of fear among learners particularly when it comes to their teachers. This fear as learners pointed out was caused by „bad treatment‟ learners get from their teachers. Teachers on the other hand complained that many learners were very disrespectful towards them. As a result the relationship that existed between teachers and learners was very strained as each group harboured some negative feelings towards each other. Other factors that came out included bullying, lack of teaching and learning facilities, effects of going to circumcision ceremonies especially for those schools located in the rural area and hatred of school. All these factors from inside school seem to have played a role in pushing learners out of school.
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Liao, Chih-Lan, and 廖芷蘭. "An Action Research on At-Risk Youth： A Case Study of High School Drop-out Students In Miaoli County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/19645212509631830882.
Full textAbstract:
碩士國立臺北大學
犯罪學研究所
97
This thesis focuses on intensive group therapy in campus for drop-out students: with flexible and divers programs, this therapy aims at intervening and providing guidance in early stage in order to prevent and decrease the cases of drop-outs. This thesis concentrates on 1) the intensive group therapy program designed for 8 drop-out students from one high school in Miaoli; 2) the evaluations on its efficiency through observations of the sessions and interviews with participants; and 3) through action research method, providing suggestions on the designing and the application for future intensive group therapy The program in question is designed base on “Placement Marketing”, and is seeking to introduce the idea of “common values and ideas of rules and laws shared by the society” through talks focusing on a topic, which looks to clarify in depth the group interest and the individual value. Through relaxing games and the concept of art & music therapy, guidance is worked through different method such as chess games, poker games, movie appreciation and discussion, basketball games, afternoon tea, philosophy from enjoyment of life, successful life experience, story from other people, the inspiration of mirror, and life stage of the self and the other, etc…Divers programs are designed in such a way to allow students engaging in active participation and becoming the focus in a group. The research itself, starting from the basics of educational concept, evaluates the attitude from teachers and the support from the parents involved in this program, active programs and resources from police and justice departments such as Juvenile Guidance Committee, Juvenile Affaires Division, and Juvenile Court, etc…and focus on guidance policy launched in Miaoli County. The goal is to analyze its efficiency, up side and down side, so as to provide reference for any future drop-out prevention programs applied by other areas or institutions. The duration of therapy/program in question was two months’ period, and this thesis provides a summative evaluation on its process, interviews with the participants/students and teachers, and also observes the changes from the students in terms of their perceptions and behavioral aberrations such as fighting, skipping classes, motorbike racing, roaming at late night, and becoming gangster. The result of the therapy in question, judging from such interviews and observations, is positive, however it is not reaching its expectation. This thesis considers that the value produced by the therapy in questions is mainly the changes of cognitions within the participants; viewing that the number of class skipping and drop-out cases are reduced, this therapy is indeed helpful in stopping behavioral aberrations. This thesis finally concludes that, being efficient, this therapy, with some adjustment and increase of resource/support, should be applied social works related to campus.
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Wu, Li-yue, and 吳麗月. "A Case Study on Drop-out Counseling Strategies of Junior High School Students-One Junior High School in Changhua County as An Example." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/54553860387473098098.
Full textAbstract:
碩士國立彰化師範大學
教育研究所
95
A Case Study on Drop-out Counseling Strategies of Junior High School Students-One Junior High School in Changhua County as An Example Advisor : Tsong-Wen Chen, Ph.D. Author: Li-Yue Wu Abstract The study focused on a case study on drop-out counseling strategies in a junior high school which the researcher works for. By finding out the drop-out factors of junior high school students, making coping strategies, applying the strategies, examining the results and improving strategies, the study aimed to help dropouts return to schools successfully in order to solve the problems happening in the working field. The study adopted a case study method and a qualitative research method with the interviews, observations and all kinds of documents for data collection. Four dropouts joined the study. The conclusions are as following: First, the drop-out factors included personal, family, school, social and other factors. The personal factors were poor self-adaptation resulting from the lack of self-confidence and a disordered life. The family factors were doting parents, violent parents and complicated family structures arising from the remarriages of dropouts’ parents. The school factors were few interests in academic achievement, poor teacher-student relationship and poor peer relationship. The social factor was the influence of other dropouts. The other factor was missing dropouts. Second, counseling strategies included two stages . At the first stage of the counseling strategies, the researcher framed coping strategies according to family and personal factors that resulted in poor adaptation to campus life, dissatisfaction with campus rules or teachers’ instruction, poor academic achievement and poor peer relationship. At the second stage of the counseling strategies, the researcher timely referred dropouts to juvenile schools, asked the parents to think twice how to reduce the family factors resulting in dropouts, such as changing and applying family structures, tried to find out someone meaningful for dropouts and invited them to urge dropouts back to school. Third, the results of the study are as following. The first stage ended with the result that the strategies were not useful to four dropouts. The second stage got the result that one dropout went to juvenile school, another one successfully returned to school, another one went to school every two days so that he didn’t have to be notified as a dropout, and the other one sometimes returned to school. Finally, the researcher gave some suggestions to teachers, dropouts’ parents and future studies.
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Clarke, Lolalyn Oletta. "Effects of a school-based adult mentoring intervention on low, urban high school freshmen judged to be at risk for drop-out a replication and extension /." 2009. http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000051631.
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LIN-I-TSENG and 林一増. "Drop out of School to Grow the Intermediary to Coach and Educate the Research of Implementing Present Situation in the Junior High School of Taitung County." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/84456931932414360499.
Full textAbstract:
碩士國立臺東大學
教育研究所
93
Abstract Taitung County, located in the east of Taiwan, has the most students who drop out of school in the whole country for years. Due to the disparity of development between different areas, as well as the serious differences between city and backcountry, relationship between parents and their children is often not well-developed, either the educational meaning of their family. Parents whose children are in junior high school often go to other cities to find jobs, and leave their children to live with grandparents or other relatives. That may be the reason why Taitung has the most students who drop out of school. According to the study of Ministry of Education and the Taitung Country Bureau of Education in 91 study years. The rate of students who drop out of school is 1.19 percent. Under such a high proportion, pressure of teachers in teaching and finding students becomes higher, and this will certainly affect teacher’s working efficiency and quality. What’s more, the inner pressure affects deeply upon teachers. The domestic educational circles also have highly regards to this question, but yet develop any researches based on the region development angle. Neither provide any assistance with the educational administration guidance on students who drop out of schools. The intermediary counseling education has functions of “the midway involvement” and “transfers students from place to place”. The real goal of this kind of education is to help students who drop out of schools or have problems with serious deviation behavior and make them back to school again to finish their study. But our society is now under a continuative changing, some teenagers have trouble in adapting this changing. What’s more, various deceptions are around those young people, that makes some of them have wrong conceptions. Some of those students have abeyance on school life. To those students, the government has the duty to build a temporary educational place. To the above concepts, the goal of this research is to try to find reasons for students who drop out of schools, and to lessen the rate. Hope that the conclusion of this research may provide a view in multi-education upon students dropping out of schools to the manger administrative organization and the correlation association. Keywords：junior high school，dropout，buffer guidance education
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Wu, Shin-Hua, and 吳信樺. "A case study of the combination of community and school education- An example of project of prevention of drop-out and high-risk guidance in junior high school." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/40208932588780452587.
Full textAbstract:
碩士靜宜大學
社會工作與兒童少年福利學系碩士班
99
The subject, drop-out, was under society''s attention, and the related prevention programs have been performed positively in the school in recent years. The researcher as the drop-out prevention and high- risk students guidance program to study, and the program was called Jing-Jin Workshop in the school. The program saw introduction community resources as vital and provided the students who could not adapt the school life other study curriculum. The performance of the Jing-Jin Workshop was characteristic because of there was a warm-hearted community group to lead the student by the different angle. The researcher participated in the Jing-Jin workshop actually. By interviewing the community group and school teachers, the researcher understood the different ideas about drop-out prevention and high- risk student guidance subject. As the conclusion of the study, the community group was based on community concern and they put emphasis on the environment factor which makes students drop-out. According to the Student''s habits and customs, community group try to teach students suitable life manner. At the time, community group try to promote the student and teacher''s interaction. Finally, the teachers could discover student''s change and changed their view about Jing-Jin Workshop and the students. At the end of the study, the researcher anticipated that the people who care about drop-out and high- risk students will have the dissimilar viewpoint.
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Braun, Edward. "A study of the contributing factors relating to why former students of Frontier School Division drop out of or remain in post-secondary programs." 1985. http://hdl.handle.net/1993/9311.
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Hu, Ken Yu, and 胡耿毓. "A Study on Influential Factors to Student''s Drop Out from the Volleyball Team Representing the School at Each of the Different Levels in Taiwan." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/33611338368822223061.
Full textAbstract:
碩士國立體育學院
體育研究所
88
The present study mainly aims at recognizing the drop out ratio of the students at various levels of schools before graduating from college with a bachelor degree, who joined the school volleyball team training-program at elementary schooling stage, and also analyzing the influential factors to the student''s drop out from the volleyball team representing the school at each of the different levels in Taiwan, by using "Questionnaire on Influential Factors to Student''s Drop Out from the Volleyball Team Representing the School at Each of the Different Levels in Taiwan" as an instrument. Finally, a conclusion is deduced from the analysis results and solid proposals are presented to the concerned agencies, organizations, schools and the directing coaches for information and reference in recruiting and training a delegation volleyball team. The present study takes the students who having attended the training programs for the school volleyball team at a stage of his schooling and having dropped out from the school delegation volleyball team as the main target specimens. After having investigated the said students'' mailing addresses and mailing the aforesaid questionnaire created by the writer independently, a total return of 448 copies of the questionnaire distributed is achieved, claiming a return rate of 72%. Among all specimens having returned the questionnaire are 204 male students and 244 female students with an average age of 17.54 years old. After having been treated with the analysis methods including frequency distribution, percentage analysis, Chi-square test, one-way ANOVA of repeated measures, t test of independent sample, one-way ANOVA of independence sample, the major conclusions have been derived from the said results, as the follows: 1.During the period from academic year 1989 to 1998, the drop out ratio of the students before graduating from college with a bachelor degree, having joined the elementary school delegation volleyball teams measures 75% and numerically 3032 drop outs out of 4067 students. 2.There are 32 Influential Factors contributing to drop out of students from schools of various levels and the major factors deducted are Perceived Competence, Academic Pressure, Participating Enjoyment, and Team Organization. 3.Influential Factors contributing to drop out coming in the order of its severity is as follows: First Academic Pressure, followed with Participating Enjoyment, Perceived Competence, and Team Organization.
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Lin, Shu-Fen, and 林淑芬. "The correlation between personal characteristics and work effectiveness of the volunteer counselors who assist with the drop-out students: An example of the junior high school students in Kaohsiung County." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/38659128091193252442.
Full textAbstract:
碩士國立高雄應用科技大學
商務經營研究所
95
From 1994, the Ministry of Education established “ the report system of drop out students of Junior High school and Elementary school” , and cooperated with National Police Agency, Ministry of Interior to search for drop out missing students. Combining with social affair administration, social counselor unit, and bureau of education of local government to track and guide the continued drop out students. There was some improvement of the drop out students’ counseling through the efforts of the cooperation with many units. Although the numbers of drop out students were decrease, the hided problems still wait for solving. The problems were also worth for the specialists, school administrators, teachers and public to consider and explore. I believe that it will decrease national social cost by guiding drop out students to back schools. It is very important to highlight the work effectiveness of the volunteer counselors who assist with the drop out students. Therefore, the purpose of the study was to explore the correlation between personal characteristics and work effectiveness of the volunteer counselors who assist with the drop out students. In order to improve the assistance in drop out students back to schools, this study analyzed the predictive correlation between personal characteristics and work effectiveness. Personal characteristic scale of this study was designed according to the Big Five personal characteristics of McCrae ＆ Costa(1986), Jiang（2004）,fang (2001) and the opinions of peers. The work effectiveness scale, designed based on the practice experiences of the volunteer counselors and related literatures, was modified according the opinions of many specialists. The subjects of this study were 188 volunteer counselors who assist with the junior high schools of drop out students. The research methods were item analysis, factor analysis, reliability analysis, t-test, ANOVA, correlation, and regression. The results were as the following: (a) Most volunteer counselors’ personal characteristics exhibited positive attitudes toward a consistent opinion. There were significant differences between education level and current vocational position in the personal characteristics factors. (b) Most volunteer counselors’ work effectiveness exhibited positive attitudes toward a consistent opinion. There were significant difference between genders, education level, and current vocational position in the factors of work effectiveness. (c) There was a positive correlation between the factors of volunteer counselors’ personal characteristics and work effectiveness. (d) There was a significant influence between the items of volunteer counselors’ personal characteristics and work effectiveness, which included diligent and upright, extroversion, steady mood, and open-mind. Above all, steady mood influenced integral work effectiveness most. According to the results, the study gave some specific suggestions. In order to improve the work effectiveness, the volunteer counselors, who are friendly, will be the priority persons to recruit and be trained. The schools and educational organizations can use the resources of volunteer counselors to contact with the students and give the necessary assistance and guidance in order to help the students to build correct value and behavior patterns. The administration of the educational organization should realize the need of the volunteer counselors. The administration should give useful counselors workshop for the volunteer counselors, in order to improve the counselors’ counseling skills. Finally, we should arouse the concern and participations of social public and social organizations, to solve the problems of drop out students. This is one of the research motivations of this study. Therefore, this study suggested to utility social resources, private public organizations to search for the drop out students and concern about the drop out students, assist them to back to school or give appropriate placements, assist them to solve their drop out problems, and avoid them to drop out again.
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Tekete, Zoleka Mizper. "School management imperatives in addressing the needs of impoverished secondary school learners in rural areas." Diss., 2012. http://hdl.handle.net/10500/7650.
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The study focuses on management strategies of the highly impoverished secondary schools of the Mount Fletcher District in the Eastern Cape. Challenges facing the impoverished learners and managerial experiences of principals of these schools have been discussed in the study. A literature review provided a conceptual framework and covered definitions of poverty, school management strategies, leadership styles and qualities required for a successful principal heading a secondary school with impoverished learners. An empirical investigation using a qualitative approach was conducted and data gathered by means of interviews with principals, Life Orientation teachers and parents. Finally a synopsis of findings and recommendations were made to assist the policy makers, Departmental officials, principals, teachers and parents in proper management of secondary schools in the poor rural communities.Educational Leadership and Management
M. Ed. (Education Management)
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Bourgeois, Jacynthe. "La perception des conséquences du décrochage scolaire du point de vue des jeunes." Thèse, 2016. http://hdl.handle.net/1866/18670.
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Au Québec, entre 2002-2003 et 2012-2013, le taux de sortie sans diplôme ni qualification en formation générale des jeunes aurait atteint une diminution de 6,9 points. Alors qu’il se situait à 22,2 % une décennie plus tôt, ce taux s’établissait à 15,3 % en 2012-2013 (MÉLS, 2014). Malgré cette diminution appréciable du taux annuel de décrochage, l’abandon des études avant l’obtention d’un diplôme d’études secondaires ou d’une qualification équivalente continue d’être une préoccupation importante dans le monde scolaire en raison des conséquences qui en émanent (MÉES, 2015). Qu’elles soient liées au jeune qualifié de décrocheur ou à la société, les études portant sur les conséquences s’attardent principalement aux problèmes économiques (participation moins active à la société de production), sanitaires (développement plus fréquent de problèmes physiques et de santé mentale) et sociaux (adaptation sociale déficitaire et déviance) qui découlent du décrochage scolaire (Janosz, 2000; Blaya, 2010).
Le phénomène du décrochage scolaire est aussi étudié en fonction des normes transgressées. Qu’il soit question de la description typologique des jeunes à risque de décrocher, de l’étude des facteurs de risque de quitter prématurément l’école ou de l’institutionnalisation du discours sur le phénomène, le décrochage scolaire est analysé comme un geste inapproprié posé par un jeune qui ne répond pas positivement aux conventions sociales (Bernard, 2011). Le jeune ayant quitté prématurément l’école se retrouve ainsi automatiquement placé en situation de déviance par rapport à une norme qui valorise la diplomation et la poursuite des études.
Les données statistiques et les écrits sur les conséquences liées au décrochage scolaire ou sur la déviance ne nous permettent cependant pas d’accéder au point de vue du jeune qualifié de décrocheur. C’est en raison de cette lacune que ce présent mémoire a sollicité la participation de jeunes ayant quitté prématurément l’école secondaire afin qu’ils se livrent sur leur expérience. En prenant appui sur l’interactionnisme symbolique, ce mémoire tente de comprendre comment est vécue la situation de décrochage scolaire en fonction de l’analyse que les participants font de leur expérience. Huit jeunes ont ainsi été invités à raconter, lors d’un entretien individuel de type « récit de vie », leurs perceptions quant à la situation de décrochage qui leur est attribuée et quant aux conséquences qu’ils en dégagent.
L’analyse des différents discours a permis de faire ressortir que les participants ont rencontré de nombreuses adversités en amont de leur fréquentation scolaire qui ont créé des besoins spécifiques chez eux. Une inadéquation sévère entre leurs besoins personnels et ceux de l’institution scolaire serait un des éléments déclencheurs de l’arrêt prématuré de leurs études. Une inadéquation qui les exclut du système scolaire et qui les pousse à rejeter l’école à force d’y vivre des situations insupportables. Leurs besoins n’atteignant pas les objectifs fixés par l’école, les jeunes ont perdu l’espoir de trouver un sens à leurs études.
Aujourd’hui, les participants à cette étude prennent conscience des conséquences qu’ils ont vécues ou qu’ils continuent de vivre depuis leur sortie de l’école. Ils rencontreraient des lacunes sur le savoir et le savoir-faire, auraient accumulé un déficit de motivation, présenteraient une faible estime de soi, vivraient des situations de stigmatisation et de marginalisation, éprouveraient des difficultés d’intégration sociale et socioprofessionnelle et auraient développé un manque de confiance en l’avenir.In Quebec, between 2002-2003 and 2012-2013, the rate of teenagers leaving high school without the full completion of the general program has dropped by 6.9 points. Presenting itself to be 22.2% a decade ago, it stood at 15.3% in 2012-2013 (MÉLS, 2014). Despite a considerable decrease in the annual dropout rate, this phenomenon remains an important preoccupation in education because of its numerous consequences for the teenager and society (MÉES, 2015). Studies on this matter have identified consequences on several levels, being economical (less active in society’s production), sanitary (more frequent development of physical and mental health problems) and social (poor social adaptation and deviance) (Blaya, 2010; Janosz, 2000). The phenomenon of early school leaving is also studied as a transgression of social norms. Wether it’s studies on the typological description of at risk youth, the risk factors of dropping out or the institutionalized speech on the matter, from this point of view, dropping out is analysed as an inacceptable response to social conventions (Bernard, 2011). Therefore, the teenager who quits school prematurely is automatically considered a deviant since his actions have disobeyed social norms. Many studies on the consequences of this phenomenon as well as it’s statistical data are present in the literature, but unfortunately, the point of view of teenagers labeled as dropouts is not brought forward. In light of this observation, this thesis solicited the participation of teenagers who left high school prematurely to offer them the space to describe their experience. Based on symbolic interactionism, this thesis tries to understand the experience of dropping out according to the teenager’s point of view. In an individual interview using a life narrative method, eight teenagers were invited to deliver their perception on the dropout label which they were attributed and the consequences that resulted. The analysis of the participant’s narratives highlight the numerous adversities they went through during their school years and the individualized needs that resulted. Their narratives show the severe inadequate response by the school institution to their individual needs as a trigger to their premature leave. Living through frequent unbearable situations due to this inadequate response pushed them to be excluded from the school system and to reject school. Unfortunately, the participant's needs were not part of the school’s fixed objectives leaving them to lose hope in finding a sense to their schooling. The participants of this study now realise the consequences they have lived and live to this day since they quit school. They present shortcomings in their knowledge, an accumulated lack of motivation, poor self-esteem, situations of stigmatisation and marginalisation, difficulties integrating socially and professionally and finally, they have developed a lack of confidence in what their future holds.
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Petja, Mmudi Dorcas. "Factors contributing to drop-out rates among adult learners in the Mahwelereng District." Thesis, 2003. http://hdl.handle.net/10386/2203.
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Sa-Brown, Cheryl. "From K-GED : Maine teenagers describe social, emotional, and relational factors and conditions involved in their decisions to drop out and complete with a GED /." 2008. http://www.library.umaine.edu/theses/theses.asp?highlight=1&Cmd=abstract&ID=EDU2008-010.
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COSTANTINI, STEFANO. "I vissuti socio-emotivi di alunni e alunne di origine cinese a rischio drop-out. Una ricerca qualitativa in gruppi-classe eterogenei e multiculturali nel territorio tra Firenze, Campi Bisenzio e Prato." Doctoral thesis, 2020. http://hdl.handle.net/2158/1252714.
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ABSTRACT
Questo studio ha cercato di rispondere alla domanda di ricerca: “In un territorio che presenta un alto numero di abbandoni scolastici tra la popolazione di studenti di origine cinese, è possibile individuare vissuti socio-emotivi che possono iniziare a determinare una disaffezione verso la scuola?”. Nel tentativo di trovare possibili risposte, è stata condotta un’indagine qualitativa nelle scuole della piana fiorentina (area industriale del Macrolotto), compresa tra i comuni di Firenze, Campi Bisenzio e Prato che ha coinvolto un totale di 16 gruppi-classe (8 classi dell’ultimo anno della scuola primaria e 8 classi dell’ultimo anno della scuola secondaria di I° grado). I giovani studenti che hanno partecipato sono stati complessivamente 359 (180F; 179M); nello specifico, i giovani studenti di origine cinese che hanno partecipato alla ricerca sono stati complessivamente 127 (66F; 61M) di cui 65 alunne e alunni (33F; 32M) frequentanti l’ultimo anno delle scuole primarie e 62 alunne e alunni (33F; 29M) frequentanti l’ultimo anno delle scuole secondarie di I° grado. Tenuto conto delle differenti implicazioni nella sfera emozionale nelle le due fasce di età dei soggetti coinvolti, la valutazione è stata realizzata in ambito scolastico per comprendere se, nei giovani studenti di origine cinese, è presente un disagio che inizia ad affacciarsi prima del periodo in cui i dati dell’Osservatorio Regionale Educazione Istruzione della Regione Toscana riportano l’emergere di un significativo drop-out per questa popolazione scolastica. La metodologia individuata per la ricerca degli strumenti utili all’indagine ha avuto come riferimento il paradigma ecologico e l’epistemologia naturalista e si è strutturata gradualmente a partire dai dati che sono emersi via via dal contesto preso in esame. Sono stati utilizzati strumenti già validati dalla ricerca psico-socio-pedagogica, ma in forma semplificata e con la finalità di raggiungere gli obiettivi specifici del progetto: esercizio di warm-up sul riconoscimento delle emozioni dalle espressioni facciali secondo la categorizzazione di Ekman (con focus su attribuzioni/proiezioni dei propri stati d’animo in riferimento a situazioni scolastiche), storytelling in forma scritta (con focus su ricordi scolastici significativi del ciclo scolastico a termine), analisi del criterio affettivo-relazionale del sociogramma di Moreno (con focus sulle relazioni amicali con i pari età), Circle-Time (con focus su interessi in ambito scolastico e desideri, aspettative e proiezioni della loro famiglia e quelli di sé stessi sul proprio futuro, opinioni su attività in cui la padronanza linguistica non è prevalente ed emerge la parte socio-emotiva, ad esempio, teatro e musica); infine, sono state anche realizzate interviste semi-strutturate e focus group per Dirigenti Scolastici, insegnanti, mediatori culturali e docenti-facilitatori per l’apprendimento della lingua italiana. I vissuti socio-emotivi dei giovani studenti di origine cinese nella quotidianità scolastica sono stati presi in esame come possibile concausa al drop-out dal momento che, aldilà di possibili altre cause che lo generano, resta comunque un fenomeno che riflette una perdita di chances per il futuro e l’affermazione dell’unicità di ogni soggetto-persona.
ABSTRACT
This study tried to answer the research question: “In an area that has a high number of school drop-outs among the population of students of Chinese origin, is it possible to identify socio-emotional experiences that can start to determine a disaffection towards school?”. In an attempt to find possible answers, a qualitative survey was carried out in the schools of the Florentine suburbs (Macrolotto industrial area), between the municipalities of Florence, Campi Bisenzio and Prato, which involved a total of 16 class-groups (8 classes in the last year of primary school and 8 classes in the last year of 1st grade secondary school). The young students who took part in the research were 359 (180F; 179M); specifically, the young students of Chinese origin who took part in the research were 127 (66F; 61M) of which 65 pupils (33F; 32M) attending the last year of primary school and 62 pupils (33F; 29M) attending the last year of secondary school. Considering the different implications in the emotional sphere in the two age groups of the subjects involved, the evaluation was carried out in the school environment in order to understand if, in the young students of Chinese origin, there is a discomfort that begins to appear before the period in which the data of the Regional Education Observatory of the Tuscany Region report the emergence of a significant drop-out for this school population. The methodology identified for the search for tools useful for the investigation was structured the ecological paradigm and naturalist epistemology and was gradually based on the data that gradually emerged from the context examined. Tools already validated by psycho-socio-pedagogical research were used, but in a simplified form and with the aim of achieving the project's specific objectives: warm-up exercise on the recognition of emotions from facial expressions according to Ekman's categorization (with focus on attributions/projections of one's own moods in reference to school situations), storytelling in written form (with focus on significant school memories of the school cycle at the end of the term), analysis of the affective-relational criterion of Moreno's sociogram (with focus on friendship relations with peers), Circle-Time (with focus on interests in school and desires, expectations and projections of their family and those of themselves on their future, opinions on activities in which linguistic mastery is not prevalent and the socio-emotional part emerges, for example, theatre and music); finally, semi-structured interviews and focus groups were also carried out for school managers, teachers, cultural mediators and teachers-facilitators for the learning of the Italian language. The socio-emotional experiences of young students of Chinese origin in everyday school life were examined as a possible contributory cause of drop-out since, apart from other possible causes, it is still a phenomenon that reflects a loss of chances for the future and the affirmation of the uniqueness of each person-subject.
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Mboweni, Lawrence. "Challenges and factors contributing to learner absenteeism in selected primary schools in Acornhoek." Diss., 2014. http://hdl.handle.net/10500/13941.
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Learner absenteeism is one of the major precursors to poor academic performance. If learners miss school, they do not learn and ultimately they fail or drop-out. Notwithstanding, this problem does not receive the attention it deserves. A literature study, which reviewed research findings concerning absenteeism in South Africa and selected countries, provided a framework for the ensuing empirical inquiry. A qualitative study using in-depth interviews, focus group interviews, document review and observation as data gathering techniques focused on two selected primary schools with a high rate of learner absenteeism in the Acornhoek area of Mpumalanga, South Africa. Participants were purposefully selected as information rich candidates: absentee learners, parents of absentee learners, teachers and school principals. Learner absenteeism negatively impacts effective professional practice, that is, teaching and learning. The study concludes with recommendations to prevent learner absenteeism in order to improve teaching and learning in South African primary schools.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)