An In-depth Look at Dropouts Through the Perceptions of Teachers in the Pittsburgh Public Schools PDF Download

Author: Jeffrey Jay Spadafore
Publisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 274

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 628

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Author: Lois Weis
Publisher: State University of New York Press
ISBN: 1438423632
Category : Education
Languages : en
Pages : 258

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The authors examine the major groups within the dropout population, the myriad of factors within schools that lead to dropping out, and the larger social and economic context within which dropping out occurs. The resulting synthesis of knowledge and perspectives provided here will enhance our understanding of an important topic that has, to this time, been given too little attention.

Author: Christopher Kennedy
Publisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 118

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Although graduation rates are increasing in the United States, high school dropouts remain an issue of significant concern. Much of the focus of research in this area has been on describing the characteristics of dropouts rather than on developing effective interventions. Moreover, emerging research shows that potential dropouts can be identified with confidence as early as the sixth grade. High school is the time in which dropouts are typically identified and interventions begun, but the seeds of dropping out are often planted well before ninth grade. This survey research study with quantitative analysis used an instrument titled Teacher Perceptions of Dropout Factors and Interventions to examine the perceptions of dropout factors and dropout prevention methods of 165 core subject-area middle school and high school teachers in a school district in the southeastern United States. Results showed there were no statistically significant differences in the perceptions of middle school and high school teachers as to the importance of 18 specific risk factors. The study did find statistically significant differences in the perceptions of dropout prevention efforts and in the importance of the role of teachers in dropout prevention. The study further showed that in this particular district, middle school teachers had a higher perception of dropout prevention efforts and of the importance of teachers in dropout prevention than high school teachers did. Implications for practice to reach at-risk students are discussed as it relates to both middle and high schools, and areas for further research in this area are identified.

Author: Jamie L. Freeman
Publisher:
ISBN:
Category :
Languages : en
Pages : 128

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The purpose of this study was to record interviews of selected high school dropouts in a rural East Tennessee county on their perceptions of the role teachers played in their education. The participants were chosen through the purposeful sampling process from an optional school and a recreation center in a rural East Tennessee county. Audio recorded interviews were the primary means of collecting data for this study. According to Glaser (1978), one of the core components of grounded theory is "all is data," which allows researchers to record secondary data sources such as field notes and memos to be utilized as data for this study. A preliminary review of literature was undertaken in order to complete this research study. Four primary categories emerged during the preliminary review of literature: economic issues caused by the high school dropout population, legislation that affects high school dropout rates, poverty as a primary cause of dropping out of high school, and intervention/prevention programs that attempt to keep students in school. The constant comparative method revealed the emergence of two distinct themes in the data: teacher quality and non-school variables. Teacher quality focused on the participants' perception of quality as it related to their teachers. The non-school variable focus was on teen pregnancy, drug use, neglect, and abuse. After the themes emerged, teacher quality and non-school variables, a final review of literature of was conducted. The final review added literature findings regarding teacher quality.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309076021
Category : Education
Languages : en
Pages : 66

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The role played by testing in the nation's public school system has been increasing steadily-and growing more complicated-for more than 20 years. The Committee on Educational Excellence and Testing Equity (CEETE) was formed to monitor the effects of education reform, particularly testing, on students at risk for academic failure because of poverty, lack of proficiency in English, disability, or membership in population subgroups that have been educationally disadvantaged. The committee recognizes the important potential benefits of standards-based reforms and of test results in revealing the impact of reform efforts on these students. The committee also recognizes the valuable role graduation tests can potentially play in making requirements concrete, in increasing the value of a diploma, and in motivating students and educators alike to work to higher standards. At the same time, educational testing is a complicated endeavor, that reality can fall far short of the model, and that testing cannot by itself provide the desired benefits. If testing is improperly used, it can have negative effects, such as encouraging school leaving, that can hit disadvantaged students hardest. The committee was concerned that the recent proliferation of high school exit examinations could have the unintended effect of increasing dropout rates among students whose rates are already far higher than the average, and has taken a close look at what is known about influences on dropout behavior and at the available data on dropouts and school completion.

Author: Joan Mary O'Reilly
Publisher:
ISBN:
Category :
Languages : en
Pages :

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The vast amount of research that has been conducted on the problem of students dropping out of school shows that the causes and solutions are multifaceted. This situation demands extensive research in all dimensions of the problem and in particular in areas that would suggest a proactive approach to the problem. While in the past numerous studies have concentrated on causes external to the school, recently there have been calls for schools to examine internal influences on the dropping out process. It is the conviction of this research and supported in the literature that schools can prevent students from dropping out of school. Such prevention, however, requires early insights into the reality of school for students, especially for those who are showing signs of alienation from the school. The purpose of this study is to examine the differences in perceptions on selected aspects of school life, among sixth and seventh grade students classified as potential and non-potential school dropouts. -- Four research questions were posed in this study. These questions focused on the determination of significant differences between the two groups on perceptions of four aspects of school life, broadly defined as teachers, school discipline, school work, and school success. These four aspects were more specifically broken down into eleven school related variables. These variables were identified as: teacher attitudes, teacher behaviours, teacher expectations, effectiveness of school discipline, fairness of school discipline, interest of school work, relevance of school work, difficulty of school work, satisfaction with school work, expectations for school success, and opportunities for school success. Data were gathered by means of a Student Checklist which required both a frequency and an intensity response from students on perceptions. By statistical analysis, it was determined that significant differences existed in the frequency of perceptions between potential and non-potential school dropouts on all variables. It was also determined that significant differences occurred in intensity of perceptions but only on several variables, specifically, fairness of school discipline, difficulty of school work, and expectations for school success. -- The fact that potential school dropouts in this study hold more negative perceptions of school long before they decide to drop out has implications for the prevention of dropping out for schools. Knowledge that students who have been identified to be at risk of dropping out hold significantly more negative perceptions of school than other students, could stimulate educators to re-examine their responses to those students in an effort to strengthen their bonds with the school.

Author: Deborah L. Feldman
Publisher: Teachers College Press
ISBN: 0807776165
Category : Education
Languages : en
Pages :

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Through engaging stories and the use of students’ voices, this book corrects persistent misconceptions about youth who drop out of high school. Based on research conducted with high school dropouts in both urban and rural communities, the authors argue that, contrary to popular belief, most dropouts are not disengaged from school at an early age. Many have positive memories of their education, both social and academic, that educators and policymakers can draw on to create successful prevention and intervention practices. The narratives and insights presented here will help readers to better understand the interplay of school-related and personal factors that lead students to drop out of school. “Why We Drop Out” is essential reading for K–12 educators, school principals, counselors, psychologists, and everyone concerned with our nation’s dropout crisis. “Every educator will recognize in these stories the daily opportunities that adults have to reach out and grab onto kids who are desperate for a hand and just need someone to pull them over that line.” —From the Foreword by Camille A. Farrington, PhD, author of Failing at School: Lessons for Redesigning Urban High Schools “This book greatly improves our understanding of the complex and long-term process of dropping out of high school.” —Russell W. Rumberger, UC Santa Barbara, director, California Dropout Research Project “A must-read for any teacher, principal, or superintendent interested in changing the lives of our students most at risk.” —Greg Baker, superintendent, Bellingham Public Schools “This is a book that everyone with a stake in education must read!” —Dr. Shivohn Garcia, SUNY Empire State College

Author: Paul Butler-Nalin
Publisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 46

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Author: Ruth C. M. Maud
Publisher:
ISBN:
Category : Counseling in secondary education
Languages : en
Pages : 80

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