Thesis (Ed.D)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Is it possible for at-risk students attending a rural community college to succeed in attaining their stated academic goals if exposed to a retention program customized to suit the needs of students attending their type of institution? What role does a student's motivation to succeed play in his or her decision to pursue achievement behavior in college? Are academically at-risk learners aware of behaviors that limit their success in the classroom? If so, what affective and cognitive variables determine individual success and to what extent can these variables be screened for on entrance? To address the above questions, the LASSI and Trice Locus of Control inventory were administered to 45 students enrolled in the Opportunity For Success program, a retention effort for at-risk 17-21 years old students at Quinebaug Valley Community College in Connecticut. Using SPSS, a multiple regression analysis was performed by entering the 10 variables of the LASS I and the GP A for the subjects. Also, two 90- minute, in-depth interviews were conducted of 26 of the 45 students. Faculty and advisors of these students were asked to rate their performance. The findings support the literature on student success and college student attrition. At-risk learners are aware of behaviors that limit their success. Successful at-risk students possess a variety of strategies to cope with academic challenge while low achieving students often do not. Instead, the low achieving students develop theories to explain their failure to succeed. Similarly, this research illustrates that failure, like success, is a habit learned over time and context dependent; the high school experiences of underachieving subjects demonstrate that they are often unmotivated to succeed in the classroom because they lack the interest to invest in academic endeavors. Low achieving students in this study continued this pattern in college, while those who became high and moderately achieving adopted multiple strategies to ensure success. Participants were motivated to perform in classes they considered "fun" and relevant to their future goals. The findings also show that educators should assist at-risk students to overcome their fear of failure by increasing their ability to self-regulate learning, set goals, and evolve healthy self concept. This study concludes that the desire to persist, information processing, and attitude towards learning play a major role in the learner's decision to pursue achievement behavior. / 2031-01-01

The purpose of this study was to determine the impact of the levels of implementation of four Response to Intervention (RTI) components on the overall special education referral rates of elementary school students at 35 schools. The four RTI components are (a) using intervention teams to problem-solve for struggling students, (b) selecting the appropriate intervention, (c) monitoring student progress, and (d) graphing data for visual analysis. The four levels of implementation are (a) lacks skills or basic knowledge of this component, (b) beginning to learn this component (beginning level), (c) developing skill with this component (intermediate level), and (d) fully competent in this component (advanced level). Data were analyzed on 483 responders from 35 elementary schools. The quantitative research designs were the descriptive-survey and causal comparative designs. Findings for research question one showed the highest percentages of responders from the schools perceived the four components were at the advanced level or intermediate level of implementation. Results for research question two showed the male subgroup had the highest mean referral rate, while the African American subgroup had the second highest mean referral rate. For research question three, findings showed there was a significant difference in the referral rate for special education services based on the implementation levels of RTI (F(2, 32) = 7.25, p = 0.003. Results for research question four showed the level of implementation had an impact on the rate of referral for special education services based on demographic factors of gender and ethnicity. / Ph. D.

For many learners the school system works. Skills and knowledge are learned, social relationships are formed, and positive self-esteem and self-image as a learner lead to accomplishments such as a secondary school diplomas, opportunities for further education, and futures filled with a litany of choices. For others diplomas are not forthcoming, nor are futures bright with hope and opportunity. Schools in Ontario have struggled to develop engaging and meaningful programs for these other students; students identified as “at-risk” of not successfully completing secondary school. Making up nearly 30% of the secondary school population (King, 2004), these students struggle or fail to meet curriculum expectations often resulting in missed opportunities for the development of a solid framework for life-long learning. Educators grapple with the question of how to support at-risk students in classrooms and schools. This study provides an often overlooked perspective to the existing literature on pedagogy, curriculum, and programming for at-risk students; that of the learner. It gives a voice to at-risk students and offers educators and policy makers insights into how at-risk students experience learning, how they feel they learn best, what they need from their school setting, and what they identify as meaningful to their lives and their learning. Listening to the voices of at-risk students provides an authentic perspective of how to best serve at-risk students. This thesis tells the story of four at-risk students (key informants) in an alternative educational setting. In addition, one educational assistant, identified by key informants, provided information about the setting and further insights into key informants’ engagement in the curriculum and their learning. This study reveals stories of at-risk learners and what they see as relevant and necessary for active engagement with school and learning. / Thesis (Master, Education) -- Queen's University, 2009-04-24 18:54:45.539

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The aim of this study was to investigate the causes of learner dropout in secondary schools around Johannesburg South, Gauteng Province. Twenty-seven participants from three secondary schools in Orange Farm area were purposively sampled for the study. A qualitative design was used. In-depth interviews were conducted to collect data to allow the researcher a platform to ask open-response questions and to explore the participants’ perspectives about the causes of learner dropout. The data was analysed thematically by carefully identifying and describing significant themes that emerged from educators, learners, parents, SGB chairpersons and principal’s responses to interview questions. The study revealed that teenage pregnancy, lack of parental involvement, substance abuse and peer pressure, among others, were the causes of learner dropout. The study recommends that schools put more efforts on abstinence programs, sex education and the use of contraceptives such as condoms, pills and injectables; training of educators on the management of drugs and pregnancy, and resuscitation of extra-mural activities. Recommendations for further research were made. / Inclusive Education / M. Ed. (Inclusive Education)

The aim of this study was to investigate the causes of learner dropout in secondary schools around Johannesburg South, Gauteng Province. Twenty-seven participants from three secondary schools in Orange Farm area were purposively sampled for the study. A qualitative design was used. In-depth interviews were conducted to collect data to allow the researcher a platform to ask open-response questions and to explore the participants’ perspectives about the causes of learner dropout. The data was analysed thematically by carefully identifying and describing significant themes that emerged from educators, learners, parents, SGB chairpersons and principal’s responses to interview questions. The study revealed that teenage pregnancy, lack of parental involvement, substance abuse and peer pressure, among others, were the causes of learner dropout. The study recommends that schools put more efforts on abstinence programs, sex education and the use of contraceptives such as condoms, pills and injectables; training of educators on the management of drugs and pregnancy, and resuscitation of extra-mural activities. Recommendations for further research were made. / Inclusive Education / M. Ed. (Inclusive Education)