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1
Gnadt, Amanda S. "A look into online course withdrawal." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/16808.
Full textAbstract:
Master of ScienceDepartment 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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
Lemmens, Juan-Claude. "Students’ readiness for university education." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/26675.
Full textAbstract:
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
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Harris, Patricia Jayne. "The relationship between stress and retention within science undergraduates, their use of support and the potential remedial effect of stress education." Thesis, Edinburgh Napier University, 2016. http://researchrepository.napier.ac.uk/Output/453554.
Full textAbstract:
Students experience stress due to many factors including educational unpreparedness, financial strain and the inability to integrate socially. This mixed methods study aimed to investigate stress levels of undergraduate students in a post-1992, Scottish university and the potential for measures of stress to act as an indicator of student withdrawal. Additionally, the project was concerned with students' use of support services and the development of a resource to facilitate student resilience with the aim to impact positively on retention. The level of perceived stress reported by students appeared to be high and was coupled with intention to dropout across all study levels. Students' psychological wellbeing appeared to be much lower than results published for the general population and actual withdrawal within the sampled cohort was higher than the University's formal figures would suggest. Perceived stress predicted a student's intention to withdraw but this association did not transfer to actual withdrawal suggesting that other factors, most likely coping mechanisms, play a part in mediating the withdrawal behaviour. Further data collection is required to confirm if a combination of perceived stress and coping data more accurately predicts actual withdrawal, however results showed that measures of perceived stress could be used to indicate a proportion of ‘at risk' students. Low use of avoidance and distraction coping was a better predictor of low self-reported stress than was high use of adaptive coping and this may have implications for interventions that endeavour to reduce stress through improved coping. Despite the seemingly high levels of stress and potential worry over dropout, students were reluctant to seek support and many were unaware of the support services available. An online, stress education resource was developed to build students' understanding of stress and the support available. It was envisaged that this would reduce stigma, aid in student self-awareness and self-assessment and improve their coping repertoire. The intervention was trialled alongside controls and results demonstrate that further work needs to be done to embed stress resilience into the student life cycle. The project reaffirms the need for concern over student wellbeing and highlights areas for improvement. Given students in this study may be considered ‘engaged', results bring to light a population, previously thought to be ‘low risk', but who could benefit from additional support to prevent unnecessary underachievement or attrition.
12
Bishop, Dwight A. "Met Expectations’ Impact on Student Outcomes in Web Based Courses." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1151825099.
Full text
13
Ureksoy, Heather Elizabeth. "The Role of Program Climate and Socialization in the Retention of Engineering Undergraduates." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3385.
Full textAbstract:
Increasing women's participation in the fields of science, technology, engineering and mathematics (STEM) can promote a healthy economy by ensuring a diverse and well-qualified STEM workforce, not only in the quantity of females in the workforce, but diversity in thinking and creativity. It will also send a positive message to young women about the breadth of educational opportunities and career choices they have available to them. However, women continue to participate in engineering education in a far lower rate than men. Attracting and retaining female students has become a challenging problem for the academic engineering community. In this study, a classic model of student withdrawal is presented as a theoretical framework for examining the relationships between the environment and the people in undergraduate engineering departments, and how they can influence students' commitment to and persistence in their program.
A sample of 1,369 engineering undergraduates enrolled in eight Florida universities participated in a survey assessing the climate of the engineering department, the socialization process, student commitment and withdrawal intentions. The results of a factor analysis reveal that faculty support, a sense of community, and encouraging and valuing diversity are all important elements of a climate for retention. In general, women perceived the academic climate as being less supportive than men did, reported lower levels of commitment, and greater withdrawal intentions. These climate factors, as well as socialization, also played a significant role in predicting the levels of student commitment to their program, and their intentions to withdraw or persist in their academic goals. However, there was little evidence for a moderating role of gender in these relationships. This research suggests the importance of having a supportive faculty and fostering a sense of community among students, both of which aid in the successful socialization of engineering students, and ultimately promote commitment and persistence.
14
Larsson, Anna. "Den talande tystnaden : Specialpedagogerna och de inåtvända barnen." Thesis, Linköpings universitet, Pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-167928.
Full textAbstract:
Syftet med studien är att undersöka specialpedagogers erfarenhet av inåtvända barn, även uppfattningar om faktorer som kan bidra till inåtvändhet, samt vilka strategier specialpedagoger förespråkar för att inkludera dessa barn i förskolan. Specialpedagogers upplevelser av normer och förväntningar berörs även. Detta undersöks genom att intervjua specialpedagoger verksamma mot förskolan kring deras uppfattning och erfarenhet gällande barn som påvisar inåtvända tendenser. Studien grundar sig i sociokulturellt perspektiv som i sin tur grundar sig i att barn lär i sociala sammanhang, där språk och miljö är två viktiga redskap. Begreppet inåtvänd används som ett samlingsbegrepp. Studien är baserad på kvalitativa intervjuer med sex stycken specialpedagoger verksamma mot förskolan, från fyra olika svenska kommuner. Intervjuerna analyserades via tematisk analys, där resultatet presenteras i de övergripande teman som framkommer från samtliga intervjuer. Resultatet visar att inåtvändhet, och dess orsaksgrunder, är en komplex och mångfacetterad företeelse som kräver stor förståelse och varsamhet från pedagoger. De strategier som kan användas i arbetet kring dessa barn är bl.a. en tydlig verksamhetsstruktur, mindre grupper där lek kan uppmuntras, pedagoger som är lyhörda och varsamma, samt implementering av alternativa kommunikationsmetoder.The aim of this study is to examine how special education teachers percieve and experience the needs of withdrawn children in a preschool context. The study also focuses on which useful inclusive strategies can be used to include withdrawn children in a preschool setting, and how special education teachers percieve expecations and norms considering preschool children. The theoretical foundation of the study focuses on a sociocultural perspective, where children are thought to learn in all social contexts with language and invironment as important implements. The research is based on interviews with six special education teachers, active and teaching in four different swedish municipalities. Using thematic analysis, the interviews has been categorized by main themes presented in the result section. The main results show that withdrawal, and the causes of it, is a complex and multifaceted issue which requires understanding and precaution from teachers. The result shows that the main findings concerning inlcusive strategies are to use a distinct structural setting, the usage of smaller groups where play can be encouraged, teachers who are gentle and responsive to the childs needs, and to use alternative ways of communication.
15
Newman, W. S., and n/a. "Factors leading to the non-completion of units at an A.C.T. secondary college." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060411.115702.
Full textAbstract:
This study looks at factors relating to the noncompletion
of units of study by students in a secondary
college. It is aimed at providing information for
decision-makers at Erindale College specifically in the
area of course counselling. Administrators and counsellors
at other colleges should also find the information of
value.
The study compared a sample of students who completed
all their chosen units of study in one semester with all
students who did not complete all of their chosen units in
that semester. The latter group consisted of those who
withdrew from one or more units during the semester, those
who left the college and those who were deemed
"unassessable" as a result of poor attendance or nonsubmission
of assessment items.
All 362 students in the college were asked to complete
a Baseline Questionnaire during Week 3 of Semester 1,
1985. This sought background information about reasons for
enrolling at college, influences on their choice of units,
future intentions, preferred ways of learning and other
details. Students who withdrew from, or changed units
during the semester were asked to complete a Change of
Unit Survey and any leavers were asked to complete a
Leaver's Survey.
In Week 16 (May, 1985) all students still enrolled
were asked to complete an End of Semester Questionnaire
designed to enable comparisons of attitudes between those
who completed all units and those who did not.
The study looks at a number of characteristics of
students and their attitudes to various aspects of
learning, college life and choice of units of study. It
attempts to look at factors that might affect the
student's decision to complete or not complete a chosen
unit of study. The factors considered were largely based
upon studies of early school leavers.
FINDINGS.
1. Students who do not complete units tend to have one
or more of the following characteristics (significant at
the 0.05 level):
(a) do not enrol to gain tertiary entrance
qualifications
(b) enrol to improve their chances of getting a job
(c) are not definitely seeking a tertiary entrance
score
(d) have no definite intention of completing Year 12
(e) have no firm intention of studying subjects in
order to complete major or minor courses in them
(f) are less likely to have a part-time job
(g) by the end of the semester, are not happy with
their marks in most units
(h) finish the semester studying less than 3 T-units
(i) continue into Semester 2 with 3 or more A-units
and less than 3 T-units
(j) do not consider their parents' wishes an important
influence on the choice of units for Semester 2.
In addition to these, one other finding of interest,
with a significance of 0.055 (approx.), showed that noncompleters tend to come from a socio-economic background
of parents who are either managers/employers/self-employed
or manual-skilled workers (i.e. not professional or nonmanual/clerical).
2. No significant differences at the 0.05 level were
found between males and females nor between Year 11 and
Year 12 students in their tendency to complete units.
3. Students who change or withdraw from units give the
following reasons (in rank order of frequency):
- they are getting poor marks
- they are unable to understand the work
- they find the class activities uninteresting
- they state that the content is not very relevant to
their needs
- the unit is not suited to their career plans.
IMPLICATIONS.
The implications for administrators at Erindale
College are:
1. Students should be encouraged to formulate specific
goals and develop a commitment to their education.
2. Students who are "at risk" need to be identified
early and given tutorial assistance in units where
they are having difficulty with understanding.
3. The curriculum must be kept under review in order
to provide for the needs of all students.
16
Darby, Megan. "Challenges to Student Success in an Introductory Music Theory I Course." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5066.
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A state college in the mid-Atlantic United States requires a music theory course for 4 of its undergraduate music programs. In the 6 years prior to this study, students had difficulty with the course, with many failing or withdrawing. Tinto's theory of student retention served as the foundation of the conceptual framework for this study, the purpose of which was to identify challenges to successfully completing the course. This purpose was reflected in the study's driving research question focused on students' experiences regarding challenges to success. In this instrumental case study, 12 students and 2 instructors participated in individual interviews, and 7 students participated in a focus group. Initial coding was used for the 1st-cycle coding phase. Axial coding was used for the 2nd cycle. Seven themes emerged through an iterative categorization protocol: 3 student-related themes, 3 college-related themes, and 1 theme relating to solutions for overcoming challenges to success in Music Theory I. Although data indicated that students experienced diverse challenges to success, the need for additional help was most evident. Thus, a logical project for this study was a music theory lab designed using best practices for course redesign and adult learning found in the literature and developed to support student learning of the concepts presented in Music Theory I. This study may contribute to positive social change by providing an opportunity for students at the college to receive academic support structured to meet their learning needs and improve their performance in Music Theory I, which may prevent students from withdrawing from or failing the course.
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MORAIS, JUNIOR VICENTE DE PAULO. "DE UMA CRISE A OUTRA, DE UM DARWINISMO A OUTRO: A IMPLANTAÇÃO DA PROGRESSÃO CONTINUADA NO ESTADO DE SÃO PAULO." Universidade Metodista de Sao Paulo, 2015. http://tede.metodista.br/jspui/handle/tede/1525.
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This paper investigates the implementation of the regime of continued progression in the public schools of São Paulo in 1998, so has the research axis and reflections public policy of continued progression and the process of deployment and implementations. There was the use of two lines of research: bibliographical research and research and analysis of official deploys the regime cited, but also the gradation of the laws and their characteristics. The central research support relies on two established works, “The Structure of Scientific Revolutions” and “The Origin of Species” by Thomas Kuhn and Charles Darwin, respectively. The works cited are entitled to the title of this work, which uses the discussions proposed by Kuhn on ‘crisis’, having this as one of guidelines to analyze pre and post implementation of the combined regimen of Darwinim, which here is called teaching Darwinism. To establish a connection between the central object of research and the works mentioned above to research and discuss topics directly related, such as ‘a river and its tributaries’. The ‘affluent’ researched and discussed were: pedagogy and science, grading system, Darwinism, metaphor, public policy, gradation of the laws, identify, resistance and withdrawal. The ‘affluent’ were not restricted to literature, it was necessary to also in official discourse perform this methodological approach. The survey revealed that, as of Kuhn’s contributions of the regime of continued progression in the public schools of São Paulo only made educations in the state get out of a crisis, and to enter into another. In addition, also showed thar the teaching Darwinism that prevailed in the ranking system, chances face the regime of continued progression, but still active, now directly affecting teachers, who actively resisted or opposed, or give up, either announced or covertly.
O presente trabalho investiga a implantação do regime de progressão continuada nas escolas públicas do estado de São Paulo em 1998, de modo que tem como eixo de pesquisa e reflexões a política pública progressão continuada e seu processo de implantação e implementação. Houve o uso de duas linhas de pesquisa: pesquisa bibliográfica e pesquisa e análise do discurso oficial, não somente aquele que implanta o regime citado, mas também a gradação das leis e suas características. O suporte central de pesquisa apoia-se em duas consagradas obras: “A estrutura das revoluções científicas” e “A origem das espécies”, de Thomas Kuhn e Charles Darwin, respectivamente. As obras citadas farão jus ao título desse trabalho, a qual utiliza das discussões propostas por Kuhn sobre ‘crise’, tendo esta como uma das linhas mestras para analisar os períodos pré e pós implantação do regime combinado ao darwinismo, que aqui se denomina darwinismo pedagógico. Para estabelecer uma conexão entre o objeto central de pesquisa e as obras acima citadas, houve a necessidade de pesquisar e discutir temáticas diretamente relacionadas, como ‘um rio e seus afluentes’. Os ‘afluentes’ pesquisados e discutidos foram: pedagogia e ciência, regime de seriação, darwinismo, metáfora, políticas públicas, gradação das leis, identidade, resistência e desistência. Os ‘afluentes’ não ficaram restritos a pesquisa bibliográfica, houve a necessidade de também no discurso oficial realizar esta linha metodológica. A pesquisa revelou que a partir das contribuições de Kuhn, a implantação do regime de progressão continuada nas escolas públicas do estado de São Paulo apenas fez com que a educação no estado saísse de uma crise e entrasse em outra. Além disso, revelou também que o darwinismo pedagógico que imperava no regime de seriação, muda de face no regime de progressão continuada, porém continua ativo, agora afetando diretamente os docentes, que resistem ativamente ou em oposição, ou desistem, seja de forma anunciada ou velada.
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Chambers, Cynthia R. "Parent-Implemented Intervention for Play Dates of Children Who Are Socially Withdrawn." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3886.
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Girard, Samantha A. "Experience of registered nurses who voluntarily withdraw from their BSN program." Thesis, Washington State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10043077.
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The need for a more highly educated nurse workforce has never been more evident as researchers are beginning to examine the effect of higher levels of nursing education and skill mix on nurse-specific indicators of patient care. National organizations along with preeminent nurse scholars agree that increasing the number of baccalaureate-prepared registered nurses is critical, at this time more so than ever before. This increase is due to the challenging and complex health care environments in which nurses function and the evolving and dynamic nature of the United States Health Care System. Despite the numerous interventions aimed at reducing attrition and increasing retention in nursing programs, graduation rates have remained virtually unchanged. There is a gap in the literature on attrition decisions and experiences of registered nurses, who voluntarily withdraw from RN-BSN programs prior to completion. Embedded in the significance of this study are the critical needs to understand the experiences of RN-BSN student non-completers, examine influences on RN-BSN students’ decisions to voluntarily withdraw from nursing school, and understand the interplay among such influences so that barriers to degree completion may be eliminated. A Heideggerian hermeneutic approach was used to interpret the meaning of the experiences of RNs, who prematurely withdraw from their BSN programs. Two overarching patterns of understanding emerged: Withdrawing as Revisiting Failure and Withdrawing as Impasse: On One Side of the Divide.
The factors that influence whether or not a nurse finishes a BSN program are many, but the effect on dignity and well-being are immeasurable. Place-bound and stuck, these incompletions affect not only the nurse but also the profession, leaving a deficit. Understanding the meaning of withdrawing from a RN-BSN program is the first step toward interpreting extant data in the context of experience and is expected to guide improvements in nursing education, research, and practice.
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Kingsmill, Bryan Matthew. "Students' and Teachers' Socialization Beliefs about Shy/Withdrawn Students: Preschool-Grade 2." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276652174.
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Klinetob, Nadya A. "An investigation of demand-withdraw communication in anxious, avoidant, and securely attached married couples /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948158629414.
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Parrilla, Jose E. "What are reasons that cause parents to withdraw their children from full-time cyber charter schools?" Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10241872.
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This research study examines the contexts and situations that influence student attrition at a K-12, fulltime, comprehensive, cyber (online) charter school in the Commonwealth of Pennsylvania. As compared to their bricks and mortar counterparts, the attrition rate of students attending online K-12 schools appears to be higher. Research shows that student attrition in K-12 online schools and programs appears to be an ongoing phenomenon experienced in other states where cyber schools operate as well. In fact, the attrition phenomenon has been documented to be true even for adults that attend online courses at the college and university level. While there is scholarly research addressing the phenomenon at the university level, there's a dearth of empirical research at the K-12 level. As such, this study will provide an opportunity to carefully investigate the myriad situations and complexities involved in parent decision-making, as they decide to withdraw their children attending the cyber-school.
The research study consults scholarly literature of student persistence in online, higher education programs and adapts some of those concepts, ultimately incorporating them into a cogent conceptual framework. The analysis undertaken is conducted utilizing a case study approach, incorporating mixed methodologies. After surfacing a brief history of online education, the research study applies binomial logistic regression on variables uncovered through data collection. It then progresses to qualitative analysis of a variety of historical school provided data and selected participant interviews.
The research provides a first-hand view of the myriad issues and concerns that combine in decision-making as students and parents involve themselves in cyber learning. It also highlights the operational demands that make K-12 cyber education a dynamic environment.
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Horton, John Kent. "Pair counseling for high school students: Improving friendship skills, interpersonal relationships, and behavior among aggressive and withdrawn adolescents." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1550154093.
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Stevens, Mary Margaret Dickson. "The Effects of Previous Exposure to Independent Study Courses and Open Courseware on Withdrawal from Subsequent Independent Study Courses." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3165.
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This study examined factors affecting withdrawal rates using a selection of high school and college-level courses from BYU Independent Study (BYU IS). Exposure to BYU Open Courseware (OCW) curriculum prior to registration had no significant effect on withdrawal rates. Prior enrollment in a BYU IS course had a statistically significant positive effect on withdrawal rates, a surprising result. Further HLM analysis of 83,707 students indicated that at least some of the variability in student withdrawal behavior at the high school level was influenced by prior enrollment, the online course format, and courses offered in the fine arts. For both high school and college courses, students enrolled in an online (rather than paper-based "correspondence") course were less likely to withdraw than their paper-based peers. Finally, for college courses, students enrolled in lower division courses were more likely to withdraw from their courses. Students enrolled in Career and Counseling, Engineering Technology, Life Sciences, Family Home and Social Sciences, College of Fine Arts and Communications, Marriott School of Business, or Religious Education courses were less likely to withdraw from their courses than students enrolling in courses from other colleges.
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Ferguson, Georgia Marie 1952. "Creating meaning: Adult children's decision to withdraw life support from an ill parent." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291473.
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Ethnographic interviews with four adult children revealed four domains: "Quality of Life"; "Doing the Right Thing"; "Staying Strong"; and "Impact of Decision" they used to create meaning for their decision to withdraw life support from an ill parent. The domains were analyzed and eight cultural themes were discovered: The decision is much easier when the family know what the person would want; the decision should include family input; health care providers can be/are a source of support and information for the family; doing the right thing is important for the family; as death approaches, the family needs extra support from others, when death is imminent the family has difficulty "letting go" and "staying strong"; feelings of guilt; and the impact of life patterns associated with loss. The significance of this data can be used by nursing in assisting families faced with the decision to withdraw life support towards healthy grieving patterns.
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Klan, Amy. "Exploring the Educational Context Surrounding the School Attendance Problems of Children Seeking Mental Health Services." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41168.
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School attendance problems experienced by children are a concern across Canadian educational systems. Higher rates of attendance issues exist among children who experience emotional and behavioural difficulties, which places them at heightened risk for poor educational outcomes. Frequently explored in educational research are variables related to school attendance problems among the general child population, however, a shortage of literature exists that explores these elements among children with emotional and behavioral difficulties. To address this void, this mixed-methods study explored child and educational elements that surrounded the school attendance problems of a sample of children receiving mental health services at a community clinic. Together, analyses of data gathered from the CANS, SDQ, and client files indicated that dynamic and reciprocal relationships existed among children’s emotional, behavioural, social, and academic difficulties which contributed to their attendance and overall educational experiences. These results corroborate existing research related to school attendance problems, however, provide unique insights into the profiles of this particular population and how their needs can be better met to promote more positive school experiences.
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Carver, Kellye Diane Schiffner. "Back on the Home Front: Demand/Withdraw Communication and Relationship Adjustment Among Student Veterans." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804849/.
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Today’s military encompasses a wide variety of families who are affected by deployments in multiple and complex ways. Following deployments, families must reconnect in their relationships and reestablish their way of life. Appropriate and effective communication during this time is critical, yet many military couples struggle with this process. Moreover, student service members/veterans and their families are in a unique position. In addition to coping with changes in their marital relationship, student veterans may feel isolated or unsupported on college campuses, often experiencing anxiety, depression, posttraumatic stress, or suicidality. The current study seeks to bridge the gap between the military family literature and the student service member/veteran literature by examining how deployment experiences, mental health issues, and communication patterns influence post-deployment relationship adjustment among student veterans. Analyses tested whether communication style and/or current mental health concerns mediate associations between combat experiences and couples’ relationship adjustment, as well as between experiences in the aftermath of battle and relationship adjustment. Results suggest that although posttraumatic stress is significantly related to deployment experiences among student veterans, participants report no significant negative effects of deployment on relationship adjustment. Communication style, however, was significantly associated with relationship adjustment, and a lack of positive communication was found to correlate with PTSD diagnosis. Research and clinical implications are discussed.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes May 5, 2014." University of Arizona Faculty Senate (Tucson, AZ), 2014. http://hdl.handle.net/10150/326177.
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Reif, Falko. "Die Beziehung zwischen der UNESCO und den Vereinigten Staaten von Amerika mit besonderer Beachtung der multilateralen Bildungsfinanzierung." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-129978.
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Die Geschichte der Beziehungen zwischen den Vereinigten Staaten und der UNESCO ist seit Gründung der UN-Sonderorganisation von Spannungen geprägt. Diese kulminierten im Austritt der USA aus der UNESCO mit Wirkung vom 31.12.1984. Im Gegensatz zur rechtlichen Dimension des Austritts war die politische Dimension höchst kontrovers. Es zeigte sich, dass ein generelles Unbehagen zu internationalen Organisationen generell und den Vereinten Nationen im Besonderen die Hauptrolle beim Austritt spielte. Die UNESCO spielt auf dem Gebiet der multilateralen Bildungsfinanzierung – neben anderen Organisationen – eine nicht zu unterschätzende Rolle. Neben anderen Problemen auf diesen Gebiet mit denen die UNESCO noch heute zu kämpfen hat, hatte daher der Austritt der Vereinigten Staaten negative Auswirkungen auf den Haushalt der UNESCO und somit auch den Teil der Bildungsfinanzierung.
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LAI, JIAN-YI, and 賴建億. "The Influence of Experiential Education Programs on Interpersonal Relationship of Social Withdrawal Adolescents." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/qujzh8.
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碩士國立體育大學
管理學院
106
The purpose of this study was to explore the immediate and follow-up counseling effects of experiential education programs on interpersonal relationship of social withdrawal adolescents. Social withdrawal adolescents had been ignored for a long time, they always were isolated, and could not communicate with people comfortably and safely, due to the teenagers like to pursue stimulation, the programs of experiential education were liked by them, this study expected to improve interpersonal relationship of social withdrawal adolescents by experiential education programs. This study used quasi-experimental design, taking withdrawal adolescents as research objects, they were Grade 8 students from a school in Taoyuan. They did the test of “High School Students’ Interpersonal Relationship Scale” before joining the experiential education programs and after. Then the researcher analyzed the score by nonparametric statistical test. The conclusion is as follow: 1. The experiential education programs on interpersonal relationship of social withdrawal adolescents had no immediate counseling effects. 2. The experiential education programs on interpersonal relationship of social withdrawal adolescents had follow-up counseling effects. 3. The influence of experiential education programs on interpersonal relationship of social withdrawal adolescents include “Interpersonal Support”, “Interpersonal Distress”, “Interpersonal Cognition”, “Interpersonal Needs” and “Interpersonal Interaction.”
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Singh, Nandkissor. "Factors contributing to withdrawal behaviour in early adolescents." Diss., 2000. http://hdl.handle.net/10500/16041.
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The researcher is concerned about the lack of attention given to withdrawn early
adolescents (WEAs) at school. During early adolescence, the foundations for lasting
character, personality traits and social interaction are laid.
Learners exhibiting withdrawal behaviour are described as being quiet, reserved,
removed or distant. Attempts by educators to get them involved in lessons often end in
failure and this causes educators to become frustrated and confused about how to deal
with these learners.
The aim of this study is therefore to establish the factors that contribute to withdrawal
behaviour in early adolescents. The researcher devised an identification
instrument that makes the identification of WEAs much easier for educators. He also
established the deep seated fears and anxieties of WEAs and ascertained how they would
like to be treated by their educators.Psychology of Education
M. Ed. (Psychology of Education)
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Chun-Chieh, Lin, and 林俊傑. "A Study on the Implementation and Model of National Defense Education for the Instructors' Withdrawal from Universities." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/w7d73t.
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博士國立雲林科技大學
技術及職業教育研究所
107
The instructors are about to withdraw from the university, but the implementation of the countermeasures is rare. So it is urgent to develop the countermeasures of national defense education. This study aims to explore the problems, impacts, differences and related situations of the implementation of national defense education after the instructors' withdrawal from the university. This study took the self-edited “Investigation of the National Defense Education Implementation Questionnaire after the Instructor withdraws from the University” as a research tool. It was conducted on teacher-and-administrators, teachers, instructors and students of national (city) and private universities. The recovery rate of 974 valid questionnaires was 99.59%. The data obtained were analyzed by means of descriptive statistics, independent sample t-test, single-factor variance analysis, Pearson, and structural confirmatory factor analysis. The interview data was processed by qualitative analysis. The conclusions of this study are as following: 1.Teacher-and-administrators, teachers, instructors, and students' views on the implementation of national defense education after the instructors withdraw from the university reach recognition in terms of the promotion strategy, curriculum design, teachers' teaching, and students' learning. 2.Regarding to the identification of different backgrounds about the implementation of national defense education after the instructors’ withdrawal from the university, women are higher than men in terms of "legal basis", and private schools are higher than national (city) schools in terms of "educational propaganda", "curriculum planning" and "teacher profession". 3. "The implementation model of national defense education after the instructors’ withdrawal from the university" is highly positively correlated with the "promotion strategy", "course design", "teacher teaching" and "student learning". After the instructors withdraw from the university, the source of the national defense education, the units of responsibility, education propaganda, promotion, curriculum planning, curriculum implementation, teacher professional, effective teaching, learning activity design, and study of counseling are closely related to each other. 4. After the instructors withdraw from the university, the model of national defense education implementation is adaptable. Based on the research results and conclusions, the period can be used as a reference for the policy reform of the education administrative organ of the “National National Defense Education” and the improvement of the national defense education for the whole nation. Key words：university, national defense education, implementation plan, the instructors’ withdrawal from the university
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Lee, Ming-ling, and 李明玲. "The study of relationship between volunteers'' emotional labor and withdrawal behavior in Family Education Center of different local authorities." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/38073109538559870108.
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碩士國立中山大學
教育研究所
102
The volunteers are members of the Family Education Center to help promote family education services. In order to meet public expectations or professional emotional management , voulunteer need to conceal the true inner emotion and converses with shallow professional expected emotion . Coinciding with the view of the restructing operations , volunteers will face the more mood swinging and withdrawal behavior due to adapting and identity from changing and different conditions. By discussing the correlation between emotion labor and withdrawal behavior of volunteers from differnent types of counties ,the research results will be the future reference for family educators . Questionnaire survey of five counties Family Education Center 250 volunteers was chosen by stratified random sampling method, descriptive statistics , differences of test, correlation analysis, regression analysis and other data analysis methods. The research results are as follows: 1. The Family Education Center volunteers have some a degree of emotional labor. 2. The Family Education Center volunteers have some a degree of withdrawal behavior . 3.There are some differences of emotional labor with different positions , age and other counties of Family Education Center volunteers. 4. There are some differences of withdrawal behavior with different positions. 5.There are correlations between emotional labor and withdrawal behavior . 6. The emotional labor predicts for the withdrawal behavior of the Family Education Center Volunteers. Based on the findings, there are sugsestions for Family Education Center , Family Education center volunteers and future researchers .
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Atlas, Rona S. "Self-concept, ego threat, and emotional arousal : factors related to aggressive and social withdrawal behaviours in school-aged children /." 2003. http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99141.
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Thesis (Ph.D.)--York University, 2003. Graduate Programme in Psychology.Typescript. Includes bibliographical references (leaves 147-168). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99141
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Mdluli, Koko Jumaima. "Managing student dropout rates at a technical vocational education and training college in KwaZulu-Natal." Diss., 2017. http://hdl.handle.net/10500/23837.
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The aim of the study was to investigate ways in which student dropout rates could be managed at a Technical Vocational Education and Training College (TVET) in KwaZulu-Natal, Amajuba District. Twenty-eight participants were purposively selected from two campuses in the area representing the Business and Engineering studies. This was done using the non-probability purposive sampling. The researcher focused on determining ways to assist in improving the management of student dropout rates in the above TVET College so as to increase the throughput and the certification rates. The study employed a qualitative design with semi-structured interviews that were conducted with senior managers from the central office, Heads of Departments, lecturers and students who had previously dropped out from the college so as to examine their views and perceptions on the effects of student dropout rates and how the management of student dropout rates could be improved.
Data were analysed thematically whereby information was categorised into themes that emerged from the responses of the participants. The findings revealed that causes of student dropout emanate from the financial challenges experienced by students in this area since most of them are from disadvantaged backgrounds, institutional factors such as poor or lack of career guidance, the curriculum, poor enrolment procedure and poor student support services. The study recommends that well organised and effective career guidance should be conducted, the curriculum should be reviewed, and the selection and enrolment procedures should be transparent and understood by everyone. Recommendations for further study are also provided.Educational Leadership and Management
M. Ed. (Education Management)
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Gao, Yan. "Why did you withdraw? Experiences of Chinese international doctoral students in Canada." Thesis, 2018. https://dspace.library.uvic.ca//handle/1828/10055.
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Mobility and migration are features of this global era. Thus, most higher education institutions are increasingly recruiting international students. Host institutions and countries benefit in many different ways from this recruitment; however, the experiences of international students are still under-researched. Although studies examining the linguistic and cultural challenges that are encountered by international students have started to emerge, little attention has been given to those who did not complete their studies, particularly doctoral students. This study sheds light on four Chinese international doctoral students and explores the reasons for their withdrawal from their studies in a Canadian context. Using a narrative methodological approach, data were collected through semi-structured and in-depth interviews in the participants’ native language: Mandarin. Four themes and two sub-themes emerged from the interview data. The themes included: academic interactions and integration; partnership and the perception of gender roles; family of origin and the importance of education; and educational differences between China and Canada. Participants’ experiences during their doctoral studies did influence their decisions to withdraw. Specifically, the incompatibility with supervisors was one factor that directly led to the withdrawal of some research participants. However, other factors played key roles as well. The participants’ intentions and willingness to fulfil their gender roles and family obligations impacted their decisions in various ways. In addition, their past experiences in China and certain aspects of Chinese culture seem to have shaped their expectations about education and the supervisory relationship.Graduate
2019-08-20
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"A psycho-educational programme to prevent young adults to withdraw from a community." Thesis, 2015. http://hdl.handle.net/10210/14793.
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D.Ed. (Psychology of Education)The purpose of the research was to develop, implement and evaluate a psycho· educational programme to prevent young adults to withdraw from their community. The assumption was made that withdrawal from interpersonal relationships has a detrimental effect on the mental health and well-being of young adults. Isolation has a very destructive effect on young adults. The results of the data collection especially elicit the result of a sometimes not well· thought through decision to isolate oneself from relationships ...