The purpose of this study was to determine the relationship between self-concept and study habits among different subgroups of 9th grade at-risk students. The study included the administration of two independent measures: The Piers-Harris Self-Concept Scale and the Survey of Study Habits and Attitudes. Other data were self-reported by the students. The five subgroups selected in this study were: (1) male and female, (2) white and non-white, (3) socioeconomic groups determined by eligibi1ity in the Free/Reduced Lunch Program, (4) retained and non-retained students, and (5) participants and non-participants in school activities. Raw scores from the self-concept scale and study habits survey were converted into percentile scores. A correlation coefficient was calculated for each subgroup. The significance of the two correlation coefficients was tested using Fisher's Zr transformation. Of the five hypotheses tested at the .05 level, all were rejected. Major findings of the study verify other research regarding characteristics of at-risk students. Also, more than half of the subjects had deficient study habits but only a small percentage (19,5V#) had signif icant ly low self-concept scores. In addition, at-risk students who participate in school activities had higher self-concept scores and study habits scores than non-participating at-risk students. It was concluded that low self-concept does not appear to be as significant a factor of students being at risk as does their poor study habits. Recommendations were made to encourage school districts to include self-concept and study habit evaluations for at-risk students and to involve more at-risk students in school activities.

The purpose of this study was to understand the obstacles faced as well as strategies used by 6 graduates of a small rural high school in Southern Middle Tennessee. Specifically, this study was an examination of the life experiences of 6 graduates, identifying the major obstacles faced and the successful strategies used to complete the requirements for a high school diploma. Qualitative methodology guided this study. This approach allowed for the lived experiences to be examined and the voices of 6 participants be heard. Data collected included participant stories using semistructured interviews conducted using an interview protocol, drawing of a concept map, and prioritization of influences according to their perspective regarding their diploma completion. Other valuable data included researcher field notes and graduation coach file notes. Findings are presented in 6 themes pertaining directly to the interview questions regarding key elements—circumstances leading to a relationship with a graduation coach, discussions during grad coach sessions, nongrad parent influences, parent expectations, grade retention, and strategies implemented by the graduation coach. After the collection and analysis of all data, the researcher coded the data to determine emerging themes. Much of the researcher’s work consisted of processing the data to discover categories and patterns among the stories told by the 6 graduate participants, as presented in the qualitative narrative analysis methodology. Through the narrative inquiry method of this study, the examination of the stories of 6 graduates reveals that a relationship with at least 1 caring adult in the high school setting is imperative to successful high school completion. This adult may offer assistance through a variety of ways such as developing an academic plan of action, building confidence, arranging tutoring sessions, or tracking progress.

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For students with learning disabilities, positive academic achievement outcomes are a chief area of concern for educators across the country. This achievement emphasis has become particularly important over the last several years because of the No Child Left Behind legislation. The content area of mathematics, especially in the higher order thinking arena of algebra, has been of particular concern for student progress. While most educational research in algebra has been targeted towards remedial efforts at the high school level, early intervention in the foundational skills of algebraic thinking at the elementary level needs consideration for students who would benefit from early exposure to algebraic ideas. A key aspect of students' instruction with algebraic concepts at any level is the degree and type of preparation their teachers have received with this content. Using a mixed methods design, the current researcher investigated the usage of the Developing Algebraic Literacy (DAL) framework with preservice special education teacher candidates in an integrated practicum and coursework experience. Multiple survey measures were given at pre-, mid-, and post- junctures to assess teacher candidates' attitudes about mathematics, feelings of efficacy when teaching mathematics, and content knowledge surrounding mathematics. An instructional knowledge exam and fidelity checks were completed to evaluate teacher candidates' acquisition and application of algebraic instructional skills. Focus groups, case studies, and final project analyses were used to discern descriptive information about teacher candidates' experience while engaging in work with the DAL framework. Results indicated an increase in preservice teachers' attitudes towards mathematics instruction, feelings of efficacy in teaching mathematics, and in the content knowledge surrounding mathematics instruction. Instructional knowledge also increased across preservice teacher candidates, but abilities to apply this knowledge varied across teacher candidates', based on their number of sessions working with students within their practicum site. Further findings indicate the desire of preservice teachers to increase the length and number of student sessions within the DAL experience, as well as the need for increased levels of instructional support to enhance their own experience. This study provides preliminary support for utilizing the DAL instructional framework within preservice teacher preparation experiences for future special educators.

School leaders at an urban public high school implemented the Check and Connect (C&C) program to improve student engagement outcomes for at-risk students in 2010-2011. No formal program evaluation of C&C had been conducted in the 2012-2013, 2013-2014, and 2014-2015 school years to show whether the program was effective. The purpose of this study was to investigate the relationship between successful school completion and participation in the C&C program. A quantitative, quasi-experimental program evaluation was conducted to determine whether C&C's student-related variables including cohort, gender, ethnicity, socioeconomic status, and truancy predicted students' successful school completion. Archival data of students eligible for graduation (N = 668) were analyzed using chi square tests and logistic regression. Results showed that the model, including C&C participation and all student-related variables, was significant in explaining the variance for successful school completion. Follow-up analyses revealed that C&C participation for the 2013 graduation cohort only, females, and low truancy students were significantly more likely to complete school, suggesting a need for further investigation of the program's implementation strategy. An evaluation report was developed with recommendations to evaluate C&C for implementation fidelity and to consider the use of observable indicators to recruit students for C&C participation who may require targeted or intensive interventions for successful school completion. This endeavor may contribute to positive social change by informing stakeholders of C&C's effectiveness, helping leaders make future decisions about how to approach program implementation and evaluation, and increasing successful school completion.

Kindergarten students who are identified as at risk in reading often enter school with deficiencies in early reading skills. Little research exists for this vulnerable population on reading instruction in large, urban, school systems. The purpose of this multiple case study, which was guided by Bronfenbrenner's ecological theory of human development, was to describe urban kindergarten teachers' beliefs about the environmental factors that contribute to students' at-risk reading status, instructional practices employed to remediate reading, and teacher reports about systems in place to support student reading development. The multiple case study design included (a) structured interviews, (b) observations of kindergarten instructional practices in reading, and (c) a review of documents relevant to the delivery of instruction and home literacy assignments in 3 schools situated in 3 northeastern districts in the United States of America. The constant comparative method utilized included data coding, category development, and identification of themes. Findings indicated that (a) teachers believe parental involvement would influence the development of kindergartners' early reading skills; (b) teachers used a core and phonics curriculum within a print-rich environment to teach early reading skills, with variation in approaches seen within and across school sites; (c) there is a lack of professional development within the schools to enhance kindergarten reading instruction; and (d) the schools' instructional practices may not be part of a coherent instructional philosophy. This study contributes to positive social change by providing educators with a deeper understanding of how to remediate reading with attention to the environmental factors at-risk readers experience at home and school.

Reducing student dropout is of extreme importance to the United States. The loss in revenue as well as in human terms is huge. Several problems exist concerning students placed at-risk for dropping out. These include no agreed upon method of calculating drop out rates, differing opinions on the causes of school dropout, and a body of literature that is sparse concerning educational approaches for keeping students placed at-risk in school. This study examined the impact of the Samantha Academy of Creative Education (SACE) on the students placed at-risk and the teacher perceptions of the SACE program by the teachers working in the program at a suburban high school of Southwest Texas. The population of this mixed-methods study consisted of secondary general education students from a large suburban high school in Southwest Texas who had been placed at-risk. One of these groups consisted of students that participated in the SACE program while the other group consisted of a similar group of students not participating in SACE. Statistical tests were conducted to determine if a difference existed between the two groups with regard to graduation rate, attendance rate, and core grade average. Perceptions of the SACE program by the teachers that worked within the SACE program were gathered. Results indicate that student placed at-risk who participated in the SACE program had higher core grade averages, higher rates of graduation, and higher rates of attendance compared to students placed at-risk within the same high school who did not participate in SACE. Teachers perceived that the SACE program was efficacious for students placed at risk because of three broad themes. This study further demonstrated that effective programs aimed at helping students placed at-risk can be developed within the context of a regular high school setting. Recommendations for further research and implications for practice were provided.

abstract: Many alternative schools for at-risk students do not offer art classes to their students. Phoenix Job Corps is one of those schools. I conducted a qualitative study about a voluntary summer art course at Phoenix Job Corps, a vocational school for at-risk students. I had thirteen student volunteers, eight of them refugees from other countries. All the participants created a narrative painting about something in their lives. The purpose of this study was to examine this voluntary summer art course and to determine its usefulness as a beneficial tool to the lives of the students. This included looking at participants' narrative paintings to determine common themes or subjects, finding out their opinions on whether or not their school should offer an art course, their willingness to share their stories, determining whether they think it's important for others to see their work, and lastly concluding what artwork they like best and why. I found that the majority of students do want an art class offered at their schools, and all but one participant was more than willing to share their story about their narrative painting. Common themes amongst their paintings were family, a specific memory or event, or their present and future lives. I found similar subject matter in their paintings such as animals, houses or huts, and people. My research also unveiled a large difference in the refugee students' paintings as opposed to the other United States participants. The findings also suggest that participants judged other work based on meaning more so than aesthetics. This study explores, in detail, the narrative art and experiences of a very diverse group of students. / Dissertation/Thesis / M.A. Art 2012

xv, 253 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The High School Behavior Education Program (HS-BEP) is a secondary level intervention for high school "at risk" students that provides both academic and social supports. Students participating in the HS-BEP attend a 45-minute study-skills course two to three days a week that focuses on organizational and self-management skills. As part of the study-skills class, students also participate in a modified behavior education program (BEP) designed to establish access to adult support. Six high school students identified by their teachers as "at risk" socially, and/or academically participated in the study. The students were enrolled in a Pacific Northwest high school implementing school-wide positive behavior support. Direct observation and permanent product data were collected on (a) the fidelity with which the HS-BEP was implemented, (b) academic engagement during general content classes (English, math, history, etc.), (c) problem behavior during classes, (d) percentages of course assignment completion, (e) class attendance, and (f) number of office discipline referrals. A single-case multiple baseline experimental design across students was used to assess the primary research question: is there a functional relation between the implementation of the HS-BEP and an increase in academic engagement. Secondary analyses examined the impact of the HS-BEP on (a) decreases in problem behaviors, (b) increases in assignment completion, (c) increases in class attendance, and (d) decreases in office discipline referrals for "at risk" high school students engaging in escape maintained behaviors. Results demonstrated a functional relation between implementation of the HS-BEP and improved academic engagement. Levels of problem behavior were too low to assess impact, and small to moderate improvements in assignment completion were observed. Implications are provided for the design of secondary-level supports in high schools. References / Committee in charge: Robert Homer, Chairperson, Special Education and Clinical Sciences; K Brigid Flannery, Member, Special Education and Clinical Sciences; Deanne Unruh, Member, Special Education and Clinical Sciences; Jean Stockard, Outside Member, Planning Public Policy & Mgmt

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