Relevant bibliographies by topics / Withdrawal (education)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Withdrawal (education)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Withdrawal (education)"

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Boldt, David J., Mary M. Kassis, and William J. Smith. "Factors Impacting the Likelihood of Student Withdrawals in Core Business Classes." Journal of College Student Retention: Research, Theory & Practice 18, no. 4 (July 24, 2016): 415–30. http://dx.doi.org/10.1177/1521025115606452.

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The course withdrawal decision includes both monetary and time costs for the student. Institutional costs include the misallocation of scarce seats to noncompleting students. Understanding the course withdrawal decision process can aid advisors and administrators as they seek ways to improve retention and progression. This study uses 21,318 course outcomes from introductory business core courses for the period 2003 to 2013. Our results suggest a higher withdrawal probability for students with merit-based scholarships and with a previous history of withdrawals. Online courses and withdrawal-related policy changes are also important factors in the withdrawal decision. Individuals who are less likely to withdraw include those with a high GPA or SAT score, students with more experience, summer school attendees, and Black students. In addition, students in introductory economics or business law classes were less likely to withdraw than those taking introductory accounting courses. Variables such as need-based aid, gender, and age did not impact the course withdrawal decision.
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Mozahem, Najib. "Course withdrawal: a comparison of business and engineering students in a private university." Journal of Applied Research in Higher Education 11, no. 4 (October 14, 2019): 828–43. http://dx.doi.org/10.1108/jarhe-11-2018-0225.

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Purpose The purpose of this paper is to investigate the course withdrawal behavior of business and engineering students in a private university. While previous research has studied such behavior, the literature remains sparse and dated. Design/methodology/approach This study uses a negative binomial model in order to model the total number of course withdrawals for 760 students. The data set includes all courses taken by the students, with a total of 25,160 course outcomes. Findings Among the findings of the study are that males withdraw from courses more than females, engineering courses have the highest withdrawal rates, and male engineering students withdraw more than any other group. Originality/value While dropping out of college has received cross-national interest, the same cannot be said of course withdrawal. Most research to date has been conducted in a community college setting or has used a subset of the courses taken by students at universities in the USA. Thus, this is one of the first studies to investigate course withdrawal in another country.
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Thomas, Marilyn, Stephanie Adams, and Allan Birchenough. "Student Withdrawal from Higher Education." Educational Management & Administration 24, no. 2 (April 1996): 207–21. http://dx.doi.org/10.1177/0263211x96242008.

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Fruhauf, Timothee, Ghada Al-Attar, and Amy O. Tsui. "Explaining withdrawal’s persistence: correlates of withdrawal use in Albania, Armenia, Jordan, and Turkey observed in a cross-sectional study." Gates Open Research 5 (June 9, 2021): 92. http://dx.doi.org/10.12688/gatesopenres.13295.1.

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Background: Withdrawal dominates the contraceptive method mix in a geographical cluster of countries in South-Eastern Europe and Western Asia that have, in part, reached low fertility. This study examines the socio-demographic determinants associated with withdrawal use in Armenia, Albania, Jordan and Turkey that could explain withdrawal’s persistence and inform contraceptive programs in these unique settings. Methods: Cross-sectional data on 31,569 married women 15 to 49 years were drawn from the Demographic and Health Surveys in Albania (2017-2018), Armenia (2015-2016), Jordan (2017-2018), and Turkey (2013). For each country, multinomial regression models estimating withdrawal use among all women and logistic regression models estimating withdrawal use among contraceptive users were used to evaluate the association with age, marital duration, parity, education, residence, and household wealth. Results: The socio-demographic determinants associated with withdrawal use varied by country among all women and among all contraceptive users. While these associations were not all significant for all four countries general trends included that women were more likely to use withdrawal than not use contraception, but less likely to use withdrawal than other methods with increasing parity, higher education, and greater household wealth. Measures of association are reported by country for each correlate. Conclusions: Despite the similar contraceptive mix in these four countries, no single set of factors was found to explain withdrawal’s persistence. Withdrawal’s prevalence in this geographical cluster may instead result from different balances of intertwined circumstances that include couples’ fertility decisions, access to modern contraception and availability of abortion services.
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Johnson, Genevieve M., and George H. Buck. "Students' Personal and Academic Attributions of University Withdrawal." Canadian Journal of Higher Education 25, no. 2 (August 31, 1995): 53–77. http://dx.doi.org/10.47678/cjhe.v25i2.183215.

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A Commission of Inquiry on Canadian University Education recently reported that approximately 42% of full-time undergraduate students who entered Canadian universities in 1985 failed to obtain a degree within five years. While this statistic is startling, perhaps, of greater concern is the apparent lack of interest shown by most Canadian universities in the subject of undergraduate student attrition. As an initial step toward addressing the issue of Canadian university attrition, a conceptual model of undergraduate student withdrawal is proposed. The model is based on the assumption that students are characterized by a wide range of personal and academic variables. Such characteristics interact or co-exist with institutional variables such as campus integration. This interaction results in the quality of student academic performance and the nature of student psychological condition. Poor quality of student academic performance results in institution-initiated undergraduate withdrawal; a variety of psychological variables (e.g., satisfaction, stress) result in student-initiated undergraduate withdrawal. The bases of this model were findings obtained from questioning 498 undergraduate students who had withdrawn from a large Western Canadian university. Personal student characteristics, institutional factors and societal variables frequently emerged as students' attributions of university withdrawal. Student academic performance was validated as the causal factor for institutional-based undergraduate withdrawal and student psychological state appeared critically related to student-based undergraduate withdrawal. From these findings, preadmission counseling, academic and personal student support and an increased commitment to accommodating students are recommended.
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Matsche, Jeannie. "Maternal Education and Newborn Withdrawal Project." Journal of Obstetric, Gynecologic & Neonatal Nursing 42 (June 2013): S30. http://dx.doi.org/10.1111/1552-6909.12089.

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Li, Tim MH, Lucia Liu, and Paul WC Wong. "Withdrawal experience and possible way-outs from withdrawal behavior in young people." Qualitative Social Work 17, no. 4 (January 13, 2017): 537–55. http://dx.doi.org/10.1177/1473325016688369.

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The term NEET (not in employment, education, or training) has been increasingly applied to young people in Europe not engaged in the three systems mentioned. Young people who seclude themselves at home and progress to social withdrawal can be considered a NEET subgroup—the “disengaged.” This phenomenon was first identified in Japan, where such reclusive individuals are referred to as hikikomori, but youth social withdrawal has also been reported in other countries, including South Korea and Hong Kong. Research on youth social withdrawal has mainly focused on describing and identifying contributing factors to this withdrawal behavior. Very few studies have examined the transitional processes from the initial self-seclusion to later help-seeking. Examining the mechanisms behind the engagement process for helping professionals is important to guide social work services for this unique group of young people. We conducted a qualitative study involving semi-structured interviews with 30 socially withdrawn young people in Hong Kong. Thematic analysis conceptualized their social withdrawal processes into three subthemes: private status, de-friending spiral, and suspension of experiences. Three reasons for changing their withdrawal behavior were also identified: rebalancing one’s ideal self with reality, reconnecting with tuned-in people, and regaining momentum in life. This study provides practical implications for social workers to develop approaches to engage withdrawn young people.
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Barzeva, Stefania A., Jennifer S. Richards, Wim H. J. Meeus, and Albertine J. Oldehinkel. "Social Withdrawal and Romantic Relationships: A Longitudinal Study in Early Adulthood." Journal of Youth and Adolescence 50, no. 9 (July 12, 2021): 1766–81. http://dx.doi.org/10.1007/s10964-021-01469-1.

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AbstractInvolvement in romantic relationships is a salient developmental task in late adolescence and early adulthood, and deviations from normative romantic development are linked to adverse outcomes. This study investigated to what extent social withdrawal contributed to deviations from normative romantic development, and vice versa, and the interplay between withdrawal and couples’ relationship perceptions. The sample included 1710 young adults (55–61% female) from the Tracking Adolescents’ Individual Lives Survey cohort and their romantic partners. Data were collected across 4 waves, covering romantic relationships from ages 17 to 29 years. The results showed that higher withdrawal predicted a higher likelihood of romantic non-involvement by adulthood, consistently being single at subsequent waves, and entering one’s first relationship when older. Withdrawal moderately decreased when youth entered their first relationship. Male’s withdrawal in particular affected romantic relationship qualities and dynamics. These results provide new insights into the developmental sequelae of withdrawn young adults’ romantic relationship development.
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Maher, Michelle A., Annie M. Wofford, Josipa Roksa, and David F. Feldon. "Exploring Early Exits: Doctoral Attrition in the Biomedical Sciences." Journal of College Student Retention: Research, Theory & Practice 22, no. 2 (October 31, 2017): 205–26. http://dx.doi.org/10.1177/1521025117736871.

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High attrition rates have been a defining characteristic of doctoral education for decades, representing a loss of time, talent, and effort for departing students and their faculty. This qualitative study uses a biomedical science doctoral student sample to collect “real time” data on attrition within the first 2 years of doctoral training. Eighteen students, who represented 16 distinct universities, were interviewed as they engaged in the withdrawal process. Using the conceptual frames of socialization and social cognitive career theory, we explored experiences that preceded these students’ doctoral program withdrawals. Furthermore, we examined how expressed roles of students’ self-efficacy, outcome expectations, and professional goals contributed to the withdrawal process. Findings indicate that faculty advising (both positive and negative), laboratory rotation experiences, self-efficacy components, and changing professional goals all play a role in the early doctoral program attrition process.
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Stewart, Miriam J. "Attrition from Health Professional Schools in a Canadian University." Canadian Journal of Higher Education 20, no. 3 (December 31, 1990): 43–63. http://dx.doi.org/10.47678/cjhe.v20i3.183085.

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A descriptive study was conducted in order to identify the incidence of student voluntary withdrawal from undergraduate programs of the schools of the Faculty of Health Professions, in a Canadian university, over a two-year period; to identify students' expressed reasons for voluntary withdrawal; and, to develop a profile of characteristics of students who withdraw voluntarily and those who are successful academically and continue/persist through to graduation. There were 30 respondents from among the 42 withdrawing students (73.2% response rate) and 85 respondents from among 120 eligible graduates sampled (70.8% response rate). Dropouts from the health professional schools in this Canadian university were typically older, married, and employed; considered their program less difficult; had not participated in orientation or contacted writers' workshop, clubs, sports teams, student health, faculty advisors, or their profession's clientele. These characteristics appear to reflect facets of academic integration more than social integration. Former students cited dissatisfaction with the program/curriculum content, uncertainty about educational/occupational goals, and stress associated with the profession as the three most important reasons for voluntary withdrawal.
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Dissertations / Theses on the topic "Withdrawal (education)"

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Gnadt, Amanda S. "A look into online course withdrawal." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/16808.

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Master of Science
Department of Special Education, Counseling and Student Affairs
Doris Wright Carroll
This study reviews the development of distance education, adult students and specifically looks at the reasons for online course withdrawal. The study specifically examines personal and course-related reasons distance students withdraw from courses. Online students who withdrew from a course were invited to complete a course withdrawal survey to provide additional information about why they withdrew. Students reported balance between coursework and work/family commitments most frequently as the primary reason for course withdrawal. Results indicated that students withdrawing because of work/family reasons have higher intentions of re-enrolling in the future. Faculty and staff response time was another reason reported for course withdrawal. A perceived delay in communication was related to course withdrawal. Results are discussed further and implications are addressed.
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Roberts, Deborah Claire. "Student withdrawal and persistence in initial teacher education." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.552816.

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UK concerns over teacher shortages, and national and international interest in student retention contextualise this study. Addressing a dearth of evidence for undergraduate withdrawal in Initial Teacher Education (ITE), the thesis questions why students withdraw from their courses of ITE and why some consider withdrawal but persist. Located within a mixed-methods institutional case-study, quantitative survey approaches provide information about the incidence of withdrawal, persistence and the student experience amongst a population of 81 postgraduate and 490 undergraduate ITE students. Qualitative semi-structured interviews provide an in-depth understanding of the withdrawal or persistence of 29 students. A case-by-case analysis of interview data portrays the individuality and complexity of the withdrawal/persistence process; whilst a cross-sectional analysis considers factors affecting withdrawal and persistence across the 29 interviewees and .110 'persisting' questionnaire respondents. The research, drawing upon a social constructionist epistemology, accords primacy to the student perspective. Withdrawal from ITE was found to be affected by a range of factors: intra- personal, inter-personal, academic. professional, institutional and external. Antecedents of particular interest include intra-personal factors such as responses to stress, lack of confidence, and perfectionism; inter-personal factors including bullying; and aspects of teacher identity. contrasting voluntary withdrawal with persistence suggests that goal commitment and determination are strong antecedents of persistence. Other factors which seem to promote short-term continuation include: support; course-related factors; and intra-personal qualities such as coping strategies, self-efficacy and perseverance. Such factors provide a window for supportive intervention, with the hypothesis that those interventions affecting goal commitment are likely to be the most successful in promoting continuation. The study analysed evidence of an unwillingness to seek institutional support. Given that support was identified as a factor in continuation, avoidance of support is a key finding.
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Schmitz, Julia. "Determination of withdrawal reasons and mobility factors for Missouri's public school students with disabilities." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5931.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 28, 2007) Includes bibliographical references.
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Ross, David John. "Effect of Political Skill on Perception of Organizational Politics and Work Withdrawal among Community College Employees." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643215.

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Community college student support services are an important aspect of success among community college students. Theoretical and empirical models of organizational politics and withdrawal guided the expectation that community college employees who perceive their organizations as political may withdrawal from their organization, diminishing the services delivered to students at the institution. A multisite cross-sectional survey design was utilized to gather quantitative data via Survey Monkey from national professional organizations. Two-hundred seventeen usable surveys from community college administrators (executive, mid-level managers, and administrators) were gathered. Data were analyzed via correlation and regression models to examine if political skill reduced or moderated the relationship between perception of organizational politics and work withdrawal behaviors. Employee political skill was a partial antidote, reducing the effect of organizational politics on withdrawal behaviors, but there was not a significant interaction moderating effect. Recommendations include political skill training for community college administrators as part of their professional development program, as well as including graduate education components and new employee orientation programs. Such training could lead to positive social change in community college settings by increasing levels of service and job satisfaction and reducing attrition among community college administrators, leading to higher levels of community college student satisfaction and graduation rates.

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Petrušauskaitė, Vita. "Early withdrawal of Roma children from school in Vilnius city: analysis of an educational field." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140117_113043-80021.

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The dissertation provides an analysis of social reproduction in the system of education of Lithuania exploring causes and processes of early withdrawal of Roma children from education in Vilnius. The work presents an original model of the empirical research where early withdrawal is approached as a process taking place in an educational field that is defined by power relations. The research undertaken approached the research phenomenon from several levels of analysis. On the macro/societal level, the analysis focused on the education indicators of different generations of the Roma ethnic group and their changes in 2001–2011. On the micro/individual level, the procedural character of early withdrawal from education was observed analysing experiences of the first two years of participation by Roma children from Kirtimai in education. On the meso/field level, the early withdrawal of children from education was analysed as a process in social space, i.e. as a strategic agency of children that is constructed through interpersonal relations with other actors involved in the educational process (parents, teachers, employees of the child's rights supervision authorities, etc.). The dissertation underlines the important role social inequality plays in the early withdrawal of Roma children from education – the opportunities of Roma children to take part in education were not equal to the opportunities of other children, however, these substantial inequalities were disregarded in the... [to full text]
Disertacija skirta socialinės reprodukcijos raiškos Lietuvos švietimo sistemoje analizei, kuri atlikta tiriant ankstyvo romų vaikų pasitraukimo iš ugdymo priežastis ir procesą Vilniaus mieste. Darbe pristatytas originalus ankstyvo pasitraukimo iš švietimo sistemos empirinio tyrimo modelis, kuriame į ankstyvą pasitraukimą žiūrima kaip į procesą, vykstantį galios santykiais apibrėžiamame švietimo lauke. Atliktame tyrime tiriamas reiškinys buvo analizuojamas keliais lygmenimis. Makro/ visuomenės lygiu, buvo analizuojami skirtingų romų etninės grupės kartų išsilavinimo rodikliai ir jų kaita 2001–2011 m. Mikro/ individualiame lygyje buvo stebimas ankstyvo pasitraukimo iš ugdymo procesinis pobūdis, analizuojant Kirtimuose gyvenančių romų vaikų pirmųjų dvejų metų dalyvavimo ugdyme patirtis. Mezo/ švietimo lauko lygiu vaikų ankstyvas pasitraukimas iš ugdymo analizuotas kaip procesas socialinėje erdvėje, t.y. kaip vaikų veiksenos strategija, formuojama per tarpasmeninį santykį su kitais ugdymo procese dalyvaujančiais veikėjais (tėvais, mokytojais, vaiko teisių priežiūros institucijų darbuotojais ir kt.). Disertacijoje pabrėžiama visuomenės socialinės nelygybės svarba romų vaikų ankstyvo pasitraukimo iš ugdymo procese – romų vaikų galimybės dalyvauti ugdyme nebuvo lygios kitų vaikų galimybėms, tačiau į šias esmines nelygybes tiriamame švietimo lauke nebuvo atsižvelgiama, aktualizuojant etninę skirtį tarp daugumos ir mažumos grupių.
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Lemmens, Juan-Claude. "Students’ readiness for university education." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/26675.

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The aim of the thesis is to investigate the readiness characteristics that determine risk for either failure or withdrawal before students enter university. These relationships are investigated and explained with a literature discussion that includes readiness for university education, student transition, retention and withdrawal theory. The motivation for this research emanates against the challenges that the South African Higher Education in general faces as well as the demands placed on the Faculty of Economic and Management Sciences to supply for the high demand for well equipped financial service professionals. The research project was completed in three phases. In the first phase a structured questionnaire was developed to measure the non-cognitive factors relating to readiness for university education. The purpose of the ‘Academic Readiness Questionnaire’ is to function as a screening test for first-year students that enter university. The Academic Readiness Questionnaire went through a scientific process of test development and standardisation. The overall Cronbach’s alpha for the questionnaire is 0.87, which indicates good internal consistency reliability for the scale with this sample. In the second phase the Academic Readiness Questionnaire was administered to the 2008 cohort of first-time entering students from the faculty of Economic and Management Sciences during the first-year orientation week. The total number of students in the sample is 829 students. In the third phase the students who withdrew from their studies were interviewed telephonically. A total of 42 students were interviewed to determine the salient reasons for withdrawal. Quantitative data were analysed using various descriptive and inferential statistical methods. These include factor analysis, regression analysis and multiway frequency analysis. The telephonic interviews were analysed with content analysis. The main findings reveal that the readiness characteristics show a direct relationship with academic success and intention to withdraw. The number of variables able to predict risk for either failure or withdrawal differ. More variables show a significant relationship with risk for failure than for withdrawal. Furthermore, the research results show that African students have higher academic achievement and are less likely to withdraw, when compared to white students. African students also tend to have higher academic success, compared to white students. The differences in academic success and withdrawal rates among African and white students are due to high school achievement and the number of credits the students register for. White students are also more likely to withdraw voluntarily, mostly within the first couple of weeks or months mainly due to choosing an incorrect study choice.
Thesis (PhD)--University of Pretoria, 2011.
Psychology
unrestricted
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Onwe, Simon Nwigboji. "Postgraduate nursing education in Nigeria : understanding registered and graduated students' experiences in their journeys to programme completion or withdrawal." Thesis, Queen Margaret University, 2018. https://eresearch.qmu.ac.uk/handle/20.500.12289/9140.

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Background: Nigerian nursing education has developed from initially limited numbers of missionary schools to a more substantial expansion of urban, hospital-based institutions since 1945. Postcolonial emancipation sparked the University of Ibadan into opening the first Department of Nursing in Nigeria in 1965. This triggered the creation of further university-based undergraduate programmes across Nigeria, though many hospital-based schools offering diploma level training have also been retained. The first postgraduate nursing programme commenced in 1988 at the Obafemi Awolowo University, followed by the University of Ibadan and the University of Nigeria, Nsukka. These three universities are still the main postgraduate nursing education providers in Nigeria today. The Nigerian Government and professional stakeholders including the Nigerian Nursing and Midwifery Council are concerned by the low graduation rate of nursing students in relation to the standard programme duration of one year for masters' and three years for PhD programmes (10%), and their relatively high rate of attrition (20%). Objectives; The study seeks to understand the experiences of postgraduate nursing students in Nigeria. Research method: The research participants included registered and graduated postgraduate nursing students, lecturers, and the staff of nursing education coordinating bodies. They were recruited to this study purposively and by snowballing. The research employed a qualitative inquiry method using face-to-face interviews, the methodology being informed by a critical realist worldview with regard to agency and structure. Result: The key findings revealed that the students' experiences of delay in completing their programme were influenced by student factors (allocation of time between full-time work and full-time study, and sponsorship); lecturer factors (workload and workforce development); policy issues (programme structure and implementation); and social structures and mechanisms in Nigeria. Recommendation: The researcher recommends further studies on the impact of gender on nursing education, the relationship between postgraduate nursing students' experience and their expectations, and the effect of international partnerships on postgraduate nursing education in Nigeria. He further recommends a review of the postgraduate nursing curriculum. Conclusion: Findings from such studies would further help to improve the students' experiences.
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Ross, David John. "Effect of Political Skill on Perception of Organizational Politics and Work Withdrawal among Community College Employees." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1163.

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Community college student support services are an important aspect of success among community college students. Theoretical and empirical models of organizational politics and withdrawal guided the expectation that community college employees who perceive their organizations as political may withdrawal from their organization, diminishing the services delivered to students at the institution. A multisite cross-sectional survey design was utilized to gather quantitative data via Survey Monkey from national professional organizations. Two-hundred seventeen usable surveys from community college administrators (executive, mid-level managers, and administrators) were gathered. Data were analyzed via correlation and regression models to examine if political skill reduced or moderated the relationship between perception of organizational politics and work withdrawal behaviors. Employee political skill was a partial antidote, reducing the effect of organizational politics on withdrawal behaviors, but there was not a significant interaction moderating effect. Recommendations include political skill training for community college administrators as part of their professional development program, as well as including graduate education components and new employee orientation programs. Such training could lead to positive social change in community college settings by increasing levels of service and job satisfaction and reducing attrition among community college administrators, leading to higher levels of community college student satisfaction and graduation rates.
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Campbell-Pritt, Candy. "A Study of Grade Distributions and Withdrawal for Selected Courses at a Community College in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1905.

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In addition to the ever-changing demands of the workforce and student demands, the community college must address how performance and withdrawal are affected by traditional classroom instructional delivery and the inclusion of alternate instructional delivery settings such as internet-based approaches in courses. This quantitative study was conducted to provide evidence-based research to a community college in Northeast Tennessee. Specifically, this research study focused on an important aspect of instructional course delivery methods: What are the relationships between traditional classroom and internet-based course instructional delivery methods in relation to withdrawal and grade-distribution patterns for specified courses (English 1010, Math 1710, Biology 2010, and Business CSCI 1100) at a community college in Northeast Tennessee? Course instructional delivery practice is expensive, regardless of the course delivery method. The community college officials wish to best use their resources and instructional delivery practices. Student withdrawals have a significant effect on the fiscal stability of an institution of higher education. Reducing the number of students who withdraw from a course is instrumental to positive financial health and educational program practices. In this quantitative study, data were gathered through a method of secondary analysis by a community college in Northeast Tennessee and distributed to the researcher for compilation and statistical analysis. Independent samples t tests were used to evaluate whether the mean grade point average and percentage of students withdrawing in English 1010, Math 1710, Biology 2010, and Business CSCI 1100 differed between traditional classroom course sections and internet-based course sections taught in the same academic period. Findings from this study indicated that instructional delivery method does not significantly influence mean grade point averages, and students tend to perform consistently regardless of the instructional delivery setting; however, percentage of student withdrawals vary between instructional delivery methods with the analysis of Biology 2010 finding that traditional classroom course sections had higher withdrawals than did the internet-based course sections.
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Williams, E. Marion, and n/a. "An evaluation of the worth of a partial withdrawal enrichment program for gifted children based on Maker's curriculum principles." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.133018.

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As a means of addressing observed inadequacies in school curricula, the Catholic Special Education and Guidance Service, Brisbane Catholic Education Office in 1980 established a partial withdrawal centre for counsellor-selected gifted children. The Learning Enrichment Centre (L.E.C.) aimed to - 1) meet the needs of enrolled gifted students by - a) providing appropriate learning experiences; and b) providing an administrative arrangement (partial withdrawal) which afforded them the opportunity to interact with like minds; 2) meet the needs of the system by - a) developing and evaluating units of work for gifted students; b) conducting workshops, seminars and in-service days for teachers. In 1984 the L.E.C. curriculum was designed and implemented in accordance with Maker's model of curriculum modification for gifted students (Maker, 1982). This model outlines a set of principles which Maker claims, recognize the characteristics and needs of gifted students and guide the development of a qualitatively different curriculum. In making decisions about design and implementation of Maker's curriculum modifications, factors related to the setting, the teachers and the students were considered. The overall purpose of the Study was to assist teachers in making rational decisions about future L.E.C. provision. In particular the Study was to collect information on the worth of the program - its relative strengths and weaknesses - and the influence on the curriculum of the administrative arrangement. The program was evaluated by ascertaining levels of satisfaction typically expressed by the students. Of secondary concern was whether the organisational arrangement of partial withdrawal had inhibited or enhanced the program's intentions. It was acknowledged that unfavourable attitudes of parents, classroom teachers or peers could conceivably alter students' receptivity of the program. In Term 4, two parallel questionnaires, one addressing the L.E.C., the other the regular classroom, were administered to the students. By comparing responses on matching items, levels of satisfaction with the L.E.C. curriculum were determined. Selected items on the L.E.C. instrument were further to reveal how students felt about the administrative provision and whether classroom teachers and peers were perceived to be supportive. Subsequent to program completion, a questionnaire was mailed to parents bo ascertain their support for the program by asking them how their child's emotional behaviour had changed as a result of LEC attendance. Also they were to indicate whether they preferred that enrichment occur in the regular classroom or partial withdrawal setting. To confirm the students' impressions of classroom teacher support and interest, parents were requested to comment on their understanding of it. Student responses indicated that they found their LEC experiences to be particularly interesting and enjoyable, and the LEC teachers to be kind, helpful, friendly and fair. These perceptions differed significantly from their perceptions of school. Elements of the Maker model which were consistently most valued by the group were the Process modifications, 'Freedom of Choice' and 'Higher Levels of Thinking'. Parents proved to be supportive of the LEC program. Although some would have preferred classroom enrichment to partial withdrawal, they felt that schools could not currently provide it. It was the students' viewpoint that interactions with peers and classroom teachers were not adversely affected by their LEC participation. Classroom teachers were seen to be generally supportive and interested - a perception incidentally not shared by parents and LEC teachers. Perceived positive attitudes towards their LEC involvement most likely enhanced student satisfaction with the program. The evaluation unequivocally indicated that the LEC program based on Maker's model appealed to the students. Though withdrawal from class possibly contributed to program satisfaction, the level of satisfaction was very high and could not be attributed solely to hidden curriculum efects (the organisational arrangement). The Study concluded that use of the Maker model as a guide for developing LEC curricula should continue but that parent and classroom teacher attitudes towards the administrative arrangement should be regularly monitored as they appeared to have the potential to enhance or reduce students' receptivity of the program. As a result of Study, various procedures for the conduct of future evaluations were recommended.
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Books on the topic "Withdrawal (education)"

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Power, C. Student withdrawal and attrition from higher education. [Adelaide]: National Institute of Labour Studies, Inc., 1986.

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Grayson, J. Paul. Racial origin and withdrawal from university. [North York, ON]: Institute for Social Research, York University, 1996.

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Callan, Pat. A study of the role of the resource and withdrawal teacher in elementary schools. [Barrie, Ont: Simcoe County Board of Education, 1992.

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Omoding-Okwalinga, James. Withdrawal from literacy classes: A study of adult male samples from Botswana, Kenya, Malawi. [Gaborone]: National Institute of Development Research & Documentation, University of Botswana, 1994.

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Brophy, Jere E. Working with shy or withdrawn students. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 1996.

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Ang, Cheng H. The effects of alternative interpretations of incomplete and withdrawal grades on course placement validity indices. Iowa City, Iowa: American College Testing Program, 1993.

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Abergel, Louise Jane. The attitudes of students with learning disability toward pull-out withdrawal, in-class resource, and collaborative educational models. Ottawa: National Library of Canada, 1995.

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Council, Hampshire County. "The right to withdraw": Guidelines on professional practice in religious education and intercultural education : questions and answers for the guidance of governors, headteachers and teachers. Winchester: Hampshire County Council, 1992.

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Office, General Accounting. Food and Drug Administration: Effect of user fees on drug approval times, withdrawals, and other agency activities : report to the chairman, Committee on Health, Education, Labor, and Pensions, U.S. Senate. Washington, D.C: United States General Accounting Office, 2002.

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Madsen, Frances Buckley. WITHDRAWAL OF ACADEMICALLY QUALIFIED STUDENTS FROM NURSING EDUCATION. 1986.

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Book chapters on the topic "Withdrawal (education)"

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Snir, Itay. "Hannah Arendt: Thinking as Withdrawal and Regeneration of the World." In Education and Thinking in Continental Philosophy, 57–81. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56526-8_3.

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García-Cabrero, Benilde, and Lucía Rodríguez-McKeon. "From Indifference to Withdrawal: Teaching Ethos and Processes of Change in Civic and Ethical Education." In The International Handbook of Teacher Ethos, 145–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73644-6_10.

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Gomendio, Montse. "Spain: The Evidence Provided by International Large-Scale Assessments About the Spanish Education System: Why Nobody Listens Despite All the Noise." In Improving a Country’s Education, 175–201. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_9.

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AbstractILSAs show that student performance in Spain is lower than the OECD average and has shown no progress from 2000 until 2011/2012. One of the main features is the low proportion of top performers. During this long period of stagnation, the education system was characterized by having no national (or standardized regional) evaluations and no flexibility to adapt to the different needs of the student population. The fact that the system was blind and rigid, plus the lack of common standards at the national level, gave rise to three major deficiencies: a high rate of grade repetition, which led to high rates of early school leaving, and large differences between regions. These features of the Spanish education system represent major inequities. However, PISA findings were used to reinforce the misguided view that the Spanish education system prioritized equity over excellence. After the implementation of an education reform, some improvements in student performance took place in 2015 and 2016. Unfortunately, the results for PISA 2018 in reading were withdrawn for Spain, apparently due to changes in methodology which led to unreliable results. To this date, no explanation has been provided raising concerns about the reliability and accountability of PISA.
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"Withdrawal of Higher Education." In The International Encyclopedia of Higher Education Systems and Institutions, 2758. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_300850.

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"Old Ideas, New Withdrawal Rooms." In Inclusive Education Is a Right, Right?, 106–18. Brill | Sense, 2020. http://dx.doi.org/10.1163/9789004434783_009.

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Evans, Eric J. "Tactical withdrawal to secure Church influence on education." In Social Policy 1830–1914, 193–94. Routledge, 2016. http://dx.doi.org/10.4324/9781315520018-ch-14g.

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Barnes, L. Philip. "Compulsion, conscience and the right of withdrawal." In Crisis, Controversy and the Future of Religious Education, 139–63. Routledge, 2019. http://dx.doi.org/10.4324/9780429353185-9.

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Tran, Ben. "Organizational Justice." In Business Education and Ethics, 981–1014. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch051.

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Wide range of human behaviors in the context of organizations can be explained by how the workplace perceives distributive, procedural, interactional, and relational fairness. That is why numerous researchers investigated the role of justice perceptions on job satisfaction, withdrawal behaviors, organizational citizenship behavior, organizational commitment, and productivity. However, there is a gap in the research arena regarding the role guanxi plays in organizational justice, especially in organizational injustice. Guanxi in organizational injustice, is a concept derived from the concept of network and the concept of nepotism. Network and nepotism (are more taboo and) are common topics of research in the arena organizational studies, whereas in the arena of education and higher education institutions, are still lacking. Guanxi is a form of social capital that aims to amass symbolic capital, and the more powerful one's symbolic capital, the more influential one's standing becomes.
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Shapira-Lishchinsky, Orly. "Chapter 23 Learner-Centered Education – Toward a Decrease in Teachers’ Withdrawal Behaviors." In International Aspects of Organizational Ethics in Educational Systems, 105–6. Emerald Publishing Limited, 2018. http://dx.doi.org/10.1108/978-1-78714-777-520181023.

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Sac, Judy, and Rochelle Kapp. "‘Going Nowhere Slowly’: A Longitudinal Perspective on a First-generation Woman Student’s Withdrawal from University." In Negotiating Learning and Identity in Higher Education, 61–78. Bloomsbury Publishing Plc, 2017. http://dx.doi.org/10.5040/9781350000223.0010.

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Conference papers on the topic "Withdrawal (education)"

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Sang Woo, Prof Park. "UZBEKISTAN COOPERATION PROMOTION PLAN (EDUCATION FIELD)." In UZBEKISTAN-KOREA: CURRENT STATE AND PROSPECTS OF COOPERATION. OrientalConferences LTD, 2021. http://dx.doi.org/10.37547/ocl-01-16.

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In reality, Korean universities are very attractive for foreign students (international student share: 1.4% in Korea, 18% in Australia, 15% in Austria, 41% in Luxembourg, 16% in New Zealand, 17% in the UK, 16% in Switzerland, and 4% in the US). In the case of foreign universities in Uzbekistan, more than 10 universities, excluding those in Korea, have entered the market, but there have been no withdrawal cases, so it is necessary to benchmark the cases of foreign universities entering overseas and review countermeasures for improvements.
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Ji, Wei, Daoliang Tan, Emmanuel Ndagijimana, and Xi Wang. "Withdrawal: An Embedded Hardware-in-the-Loop Testbed for Aeroengine Simulation Education." In 2018 Joint Propulsion Conference. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2018. http://dx.doi.org/10.2514/6.2018-4621.c1.

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Wang, Qian, and Hong Wang. "Study on MOOC Withdrawal Rate Based on Graph Community Detection Model." In 2019 10th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2019. http://dx.doi.org/10.1109/itme.2019.00124.

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Jin, Wa, Muhammad Musavir Bilal, Weihong Bi, Luwen Yang, Xuejing Liu, Guangwei Fu, and Yanjun Zhang. "Magnetic-fluid-based photonic crystal fiber for temperature sensing (Withdrawal Notice)." In Joint TC1 - TC2 International Symposium on Photonics and Education in Measurement Science 2019, edited by Bernhard Zagar, Maik Rosenberger, and Paul-Gerald Dittrich. SPIE, 2019. http://dx.doi.org/10.1117/12.2530879.

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Ren, Yingjie, Sirui Huang, and Ya Zhou. "Deep learning and integrated learning for predicting student's withdrawal behavior in MOOC." In 2021 2nd International Conference on Education, Knowledge and Information Management (ICEKIM). IEEE, 2021. http://dx.doi.org/10.1109/icekim52309.2021.00026.

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Xiang, Yu. "Thinking on the Withdrawal of Zimbabwe From British Commonwealth in 2003." In Proceedings of the 2nd International Seminar on Education Research and Social Science (ISERSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iserss-19.2019.42.

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Xiang, Yu. "Thinking on the Withdrawal of Zimbabwe From British Commonwealth in 2003." In Proceedings of the 2nd International Seminar on Education Research and Social Science (ISERSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iserss-19.2019.347.

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Dou, Jiarong, and Hanzhu Liu. "The change of Rural Homesteads Withdrawal Policy from the perspective of Punctuated-Equilibrium." In 2020 3rd International Conference on Humanities Education and Social Sciences (ICHESS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.682.

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Zhang, Shuang. "Exploration of Relation between Accomplice Withdrawal and Discontinuance and Their Application in China's Criminal Law." In 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.88.

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Helmy Elshemy, Radwa Atef. "A Clinical Study to Address the Negative Impacts of Exposure to Violence on Adolescents with Disabilities." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.792.

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Using case studies and interviews, this study investigated the negative effects of violence against disabled individuals. Twenty girls who were visually and physically disabled completed a questionnaire designed to investigate the consequences that resulted from exposure to violence. The research was conducted in June 2019. The study participants were visually and physically disabled girls who had been exposed to violence. The participants were from the “Alaml Institute” in Misr Elgdida area, Cairo, Egypt. The two participants studied in this paper were deliberately chosen because their previous exposure to violence has resulted in behavioral and psychological disorders. The researcher pursued a clinical approach to study each individual’s personality in-depth. The results revealed that the most harmful effects and psychological problems resulting from exposure to violence were social withdrawal, aggression, tension, anxiety, bitterness, and hatred. The researcher recommends that psychological support, including counseling and psychotherapy, be offered to disabled girls who are exposed to external aggression. Furthermore, there is a need for reinforcing the psychological culture among adolescents, especially the psychology of adolescent girls with disabilities.
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Reports on the topic "Withdrawal (education)"

1

Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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