Factors Contributing to the Problem of Student Absenteeism in a Rural School PDF Download
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Author: Angela D. Durborow
Publisher:
ISBN:
Category : Rural schools
Languages : en
Pages : 294
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Book Description
Student attendance would seem to be a vital link in measuring student success in school. If students are not in school, they miss instruction from the teacher. Without instruction it seems incredibly difficult to complete the work needed to pass classes and be successful in school. The research explored the problem of practice of student absenteeism in a rural school. The study was conducted using mixed methods research methodology, specifically a sequential mixed methods research design. The research questions were as follows: (1) What explicit or implicit messages are parents and the school sending about school attendance? (2) What is the perceived effectiveness of the current attendance policy? (2) What is the perceived value held by teachers, administrators, and parents of student attendance in school? Quantitative data was collected to answer the question of whether or not the participating school had an attendance problem and to create a demographic profile of students who are chronically absent. Qualitative data was collected to better understand the nature of the problem, potential causes of the problem, and how to possibly create interventions to help solve the problem. In answering the research questions findings suggest the participating school does have an attendance problem and can be related to three major themes: (1) The messages sent and received by families and employees of the school, (2) the frustrating nature of an unenforced attendance policy, (3) the attitudes and values of parents and employees of the school regarding attendance and how they communicate those values with students. Specific recommendations are made to address the implications of continuing with an attendance policy perceived to be ineffective and in regards to interventions that may be successful at slowing the tide of chronic absenteeism in the participating school.
Author: Angela D. Durborow
Publisher:
ISBN:
Category : Rural schools
Languages : en
Pages : 294
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Book Description
Student attendance would seem to be a vital link in measuring student success in school. If students are not in school, they miss instruction from the teacher. Without instruction it seems incredibly difficult to complete the work needed to pass classes and be successful in school. The research explored the problem of practice of student absenteeism in a rural school. The study was conducted using mixed methods research methodology, specifically a sequential mixed methods research design. The research questions were as follows: (1) What explicit or implicit messages are parents and the school sending about school attendance? (2) What is the perceived effectiveness of the current attendance policy? (2) What is the perceived value held by teachers, administrators, and parents of student attendance in school? Quantitative data was collected to answer the question of whether or not the participating school had an attendance problem and to create a demographic profile of students who are chronically absent. Qualitative data was collected to better understand the nature of the problem, potential causes of the problem, and how to possibly create interventions to help solve the problem. In answering the research questions findings suggest the participating school does have an attendance problem and can be related to three major themes: (1) The messages sent and received by families and employees of the school, (2) the frustrating nature of an unenforced attendance policy, (3) the attitudes and values of parents and employees of the school regarding attendance and how they communicate those values with students. Specific recommendations are made to address the implications of continuing with an attendance policy perceived to be ineffective and in regards to interventions that may be successful at slowing the tide of chronic absenteeism in the participating school.
Author: Michael A. Gottfried
Publisher: Harvard Education Press
ISBN: 1682532798
Category : Education
Languages : en
Pages : 310
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Book Description
In Absent from School, Gottfried and Hutt offer a comprehensive and timely resource for educators and policy makers seeking to understand the scope, impact, and causes of chronic student absenteeism. The editors present a series of studies by leading researchers from a variety of disciplines that address which students are missing school and why, what roles schools themselves play in contributing to or offsetting patterns of absenteeism, and ways to assess student attendance for purposes of school accountability. The contributors examine school-based initiatives that focus on a range of issues, including transportation, student health, discipline policies, and protections for immigrant students, as well as interventions intended to improve student attendance. Only in the past two or three years has chronic absenteeism become the focus of attention among policy makers, civil rights advocates, and educators. Absent from School provides the first critical, systematic look at research that can inform and guide those who are working to ensure that every child is in school and learning every day.
Author: Rex B. Kline
Publisher: Guilford Publications
ISBN: 1462523005
Category : Social Science
Languages : en
Pages : 554
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Book Description
This book has been replaced by Principles and Practice of Structural Equation Modeling, Fifth Edition, ISBN 978-1-4625-5191-0.
Author: George Harve Reavis
Publisher:
ISBN:
Category : Rural attendance
Languages : en
Pages : 96
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Book Description
Author: Ken Reid
Publisher: Routledge
ISBN: 1134628072
Category : Education
Languages : en
Pages : 442
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Book Description
At present about one million pupils truant from their schools on a daily basis and this book examines why they do it. The numerous reasons for truanting discussed are: * disadvantageous home backgrounds * problems with settling in socially at school * poor performance in school * experiencing bullying in school * not coping with the transition from primary to secondary schooling. This book focuses on the social, psychological and educational causes of truancy. It examines recent research and gives many examples of good practice while also detailing the latest solutions for tackling this problem. The text is for teachers, heads of year and department heads, senior school managers, education welfare officers, social workers, educational psychologists, parents and all those with an interest in educational policy and practice.
Author: Helen Abadzi
Publisher: World Bank Publications
ISBN:
Category : Education
Languages : en
Pages : 96
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Book Description
Abstract: Studies have shown that learning outcomes are related to the amount of time students engage in learning tasks. However, visits to schools have revealed that students are often taught for only a fraction of the intended time, particularly in lower-income countries. Losses are due to informal school closures, teacher absenteeism, delays, early departures, and sub-optimal use of time in the classroom. A study was undertaken to develop an efficient methodology for measuring instructional time loss. Thus, instructional time use was measured in sampled schools in Tunisia, Morocco, Ghana, and the Brazilian state of Pernambuco. The percentage of time that students were engaged in learning vis-à-vis government expectations was approximately 39 percent in Ghana, 63 percent in Pernambuco, 71 percent in Morocco, and 78 percent in Tunisia. Instructional time use is a mediator variable that is challenging to measure, so it often escapes scrutiny. Research suggests that merely financing the ingredients of instruction is not enough to produce learning outcomes; students must also get sufficient time to process the information. The quantity-quality tradeoff that often accompanies large-scale enrollments may be partly due to instructional time restrictions. Time wastage also distorts budgetary outlays and teacher salary rates. To achieve the Millennium Development Goals students must get more of the time that governments, donors, and parents pay for.
Author: Elaine Allensworth
Publisher:
ISBN: 9780978738341
Category :
Languages : en
Pages : 68
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Book Description
Almost half of all Chicago Public School students fail to graduate, and in some CPS high schools more students drop out than graduate. It is a problem that can sometimes feel overwhelming to address because the causes of dropout are myriad and complex. What is often lost in discussions about dropping out is the one factor that is most directly related to graduation-students' performance in their courses. In this research report, CCSR authors Elaine Allensworth and John Q. Easton look into the elements of course performance that predict whether students will graduate and suggest what schools and families can do to keep more teens in school. Building on earlier CCSR research of "on-track indicators" that demonstrated a connection between failing freshman classes and dropping out, the authors found that a number of freshman-year factors can be used to predict high school graduation. Grades are as predictive as on-track indicators; almost all students with a "B" average or better at the end of their freshman year graduate, compared to only a quarter of those with a "D" average. The research also revealed how critical attendance is for freshman success. Conventional wisdom holds that eighth grade test scores are good predictors of students' likelihood to do well in high school courses. However, course attendance is eight times more predictive of course failure in the freshman year than test scores. Just one week of absence is associated with a much greater likelihood of failure, regardless of incoming achievement. The authors also examine how school practices affect students' grades, failure rates and attendance. Students' grades and attendance are particularly better than expected in schools characterized by two features-supportive relationships between teachers and students, and a perception among students that the work they are doing in high school is preparing them for the future.
Author: Angela A. Bonner
Publisher:
ISBN:
Category : Education, Rural
Languages : en
Pages : 139
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Book Description
The purpose of this applied study was to solve the problem of low student attendance for two elementary schools in southwest Mississippi by reviewing interventions designed to improve average daily attendance among elementary students. This study sought to review previous interventions and determine which initiatives worked to improve student attendance using qualitative and quantitative methods. Qualitative methods such as interviews and document analysis were conducted with staff and administrators who work within the school district, ensuring attendance regulations are being met. Their responses, along with a review of related literature, provided insights into recent initiatives undertaken to address attendance issues. Quantitative methods, specifically a teacher survey, was designed based on themes resulting from the literature review. This feedback helped to place the problem of attendance in perspective and was used as a baseline measure to determine if previous initiatives had any impact on student attendance rates. A search of the literature indicated that numerous studies address the causes of student absences, absenteeism, and truancy, yet there is limited data that addressed what schools are or are not doing to combat the increasing problem of excessive absences in the elementary grades. Data gathered from semi-structured interviews, surveys, and document analysis provided a basis for remedying this problem. Using indicators obtained from research data may provide school districts with a starting point in which to develop or improve existing strategies for improving attendance at the elementary grades.
Author: Amy C. Cantrell
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Studies have made it clear poor attendance results in reduced academic performance. Since the new standard of measuring engagement for students in California schools includes chronic absenteeism data, rather than merely average daily attendance, many schools have been surprised to learn they have an attendance problem. This study is a depth look at how well a California K- 8 school understands why their chronic absenteeism numbers are above the state averages and continuing to grow. Before an effective intervention plan can be developed and implemented, the school must first have a clear understanding of the contributing factors to poor attendance. The study reveals the current interventions are appropriate but only as a partial solution to the problem. Using the abundant research on attendance and applying the knowledge to parent perception and school climate data, this qualitative case study results in a clear understanding of how well the school understands and addresses the problem of poor attendance. The study collects data from the state attendance reports, a parent school site survey, and an interview with the intervention specialist at the school. Analysis of this data suggests a broader, school-wide program with targeted communication and intentional development of a culture which positively shapes parent perceptions of school will be required to turn the tide of rising absenteeism. The study recommendation proposes a three-tiered intervention plan based on literature and data to improve the chronic absenteeism rates at the site. Although this in-depth case study is limited to one rural school site, the knowledge regarding the importance of school climate and parent perceptions when addressing chronic absenteeism is applicable to other schools who are trying to understand an attendance problem and improve the academic success of students by reducing the number of chronically absent kids.
Author: Christopher A. Kearney
Publisher: Amer Psychological Assn
ISBN: 9781557986993
Category : Psychology
Languages : en
Pages : 265
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Book Description
Annotation Kearney, a clinical child psychologist at the U. of Nevada, Las Vegas, has written his book mainly with the school psychologist in mind. The problem of school refusal is put into a context in initial chapters which give an overview of the historical literature on school refusal behavior and describe the characteristics of these youth, while also critiquing the classification strategies employed. After introducing a functional model, Kearney summarizes treatment strategies and discusses methods for prevention as well as the reality of extreme cases. Annotation c. Book News, Inc., Portland, OR (booknews.com).
