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The effects of career planning on self-concept and academic achievement of at-risk middle school students in an urban public school environmentCasey, Michael Winfield 08 August 1996 (has links)
The purpose of this study was to determine the
effects of a six-week career planning dropout prevention
program on the self-concepts and academic achievement of
at-risk middle school students in an inner-city public
school environment. The research population consisted of
1,434 students (grades seven, eight and nine) attending an
inner city public junior high school in south-central Los
Angeles, California. The selection of the research site
and sample was based on the assumption that the student
population met the criteria and demographic profile of
at-risk students: Students are from low-income and/or
single parent families; have low achievement scores in
reading and mathematics; exhibit a high incidence of
truancy, absenteeism and teenage pregnancy; have low
career aspirations and plans; and exhibit other related
characteristics of at-risk students.
The study was conducted from September, 1993 to
January, 1994 (fall semester, 1993). All students were
selected by random procedure from grades seven, eight and
nine. The experimental group consisted of 195 students
enrolled in a woodworking class. The control group
consisted of 1,239 students who were not enrolled in a
woodworking class but were enrolled in other elective
classes.
The experimental treatment consisted of a six week
career planning dropout prevention program. The career
planning dropout prevention program was infused into the
20-week woodworking class during the 6th through 12th
week, and consisted of seven interrelated topics and
lesson plans. The objectives of the study were to
research and explore career interests and options, and to
construct personal career planning portfolios for students
in the experimental group.
It was concluded that: a) There were no significant
differences between pre and post measures of self-concept
in the experimental group, b) There was no significant
difference in the pre and post academic achievement scores
between the control and experimental groups, c) There was
a substantial increase int he academic achievement scores
of the experimental group, but this increase did not equal
or exceed the alpha value. / Graduation date: 1997
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The utility of personality measures in the admissions process at the United States Naval Academy /Foster, Thomas F. Pashneh-Tala, Kamyar. January 2002 (has links) (PDF)
Thesis (M.S.)--Naval Postgraduate School, 2002. / Thesis advisor(s): William Bowman, Kenneth Thomas. Includes bibliographical references (p. 91-92). Also available online.
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Sociocultural issues influencing the attrition and persistence of Mexican origin college students : a case study of eight students in a bilingual education/ESL program /Ramirez, Ernesto. January 2002 (has links)
Thesis (Ed. D.)--Boise State University, 2002. / Includes abstract. Includes bibliographical references (leaves 174-193). Also available online via the ProQuest Digital Dissertations database.
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Group treatment of men who are abusive : Counsellors' perceptions of what variables impact dropout / Marcel Daniel SikkemaSikkema, Marcel Daniel, University of Lethbridge. Faculty of Education January 2011 (has links)
This study examined the perceptions of counsellors who provide group counselling for abusive men regarding what characteristics differentiate program dropouts from program completers. A total of 37 counsellors participated via an online-based or paper-based survey. The respondents rated 44 different client variables from four different categories (demographic, psychological, client-group, and client-therapist) on their impact on a client‟s likelihood to drop out of the program. The results were analyzed using chi square analyses, Mann Whitney U Tests and Kendall‟s tau-b correlations to determine the extent to which these variables were judged to impact dropout and how these results interacted with respondents‟ characteristics including demographic variables as well as experience and training variables. The results confirmed that many of the variables found in previous literature to discriminate between these two groups do operate in this way. Additionally, the results suggest several new sets of variables that could be helpful including batterer typology variables, stages of change variables and stages of group development variables. The implications of the findings are discussed with regards to their application in developing and facilitating group programs for abusive men with a view to identifying and intervening with potential dropout clients such that they are more likely to complete the program. The thesis concludes by discussing future research opportunities in this area and outlining the limitations of the study. / xvii, 174 leaves ; 28 cm
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Personality types and characteristics of high school dropoutsPoore, Jack L. January 1991 (has links)
This study was designed to determine if a personality type or personality type characteristic that-was statistically different from the general population could be found for high school dropouts who perceived school dissatisfaction as the reason for dropping out of school. Data were collected from each gender group and analyzed by gender group.Dropouts registering to take the general equivalency test through one of three cooperating programs in Clark County, Ohio, were contacted to participate in the study. Individuals were determined to have dropped out of school because of perceived school dissatisfaction by means of their responses on a checksheet of reasons for dropping out of school. The list was culled from the review of literature. Dropouts Identified as "dissatisfied" were then given the Myers-Briggs Type Indicator Form G. A total of 262 dropouts were contacted before the sample size of fifty males and fifty females was reached.Four null hypotheses were generated for the study. Analysis of data using a binomial distribution resulted in a refection of the four hypotheses at a .01 level of significance. Results of the analysis demonstrated the Introvert-Sensing-Thinking-Perceiving (ISTP) personality type for males and the Introvert-Sensing-Feeling-Perceiving (ISFP) personality type for females from the sample were statistically different from the general population. The Sensing (S) personality type characteristic for both gender groups in the sample was statistically different from the general population.Major conclusions were: 1) Males with an ISTP personality type and who are dissatisfied with school have a greater possibility of dropping out of school than males with other personality types; 2) Females with an ISFP personality type and who are dissatisfied with school have a greater possibility of dropping out of school than females with other personality types; and 3) Males and females determined to have the Sensing (S) personality type characteristic and who are dissatisfied with school are at a greater risk of dropping out of school than others displaying the Intuition CI) characteristic. / Department of Educational Leadership
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Predicting dropout among inner-city Latino youth using psychological indices /Poza-Juncal, Inés Victoria, January 1999 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 149-164). Available also in a digital version from Dissertation Abstracts.
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Factors influencing Tanzanian students to leave school prior to grade seven graduationMisigaro, Edwin Nitunga. Morreau, Lanny E. January 1993 (has links)
Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed February 15, 2006. Dissertation Committee: Lanny Morreau (chair), Ming-Gon John Lian, Paul Baker, Keith Stearns. Includes bibliographical references (leaves 134-152) and abstract. Also available in print.
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Rurality and higher education implications for identity and persistence /Maltzan, Tammy Lou, January 2006 (has links)
Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 226-241).
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Prediction of High School Dropouts and Teen-Aged Parents from Student Permanent RecordsFoster, Edward C., 1946- 08 1900 (has links)
Research has reported that a predictive link exists between socio-economic risk factors and high school dropouts, including teen-aged parents. Educators have little control over socio-economic risk factors. However, school records and classroom performance data can point to in-school risk factors. The purpose of this study was to help all students by using the in-school data to pinpoint the indicators that predict potential student achievement difficulties in specific areas of curricula. This study was an anteriospective longitudinal study of the 1995 graduating class of a suburban school district composed of approximately 920 seniors. The sample consisted of 344 graduates, 114 dropouts, and 42 teenaged parents. Backward stepwise logistic regression analysis was the statistical method used for model building. An analysis was done by gender at the 2nd, 4th, 6th, and 8th grades from the permanent records of sample students. The study found that significant predictors exist at each grade level and are different for each group, grade level, and gender with some predictors in common: language arts and attendance. The most consistent male dropout predictors were found to be absenteeism, grades in language arts, spelling, and achievement test scores in language arts. The most consistent female dropout predictors were found to be absenteeism, elementary retention, course failures, and achievement test scores in language arts. Achievement test scores in language arts were found to be the most important in-school predictors for teen-aged parents. The predictors for teenaged parents followed the same pattern as female dropouts and graduates until the 8th grade where achievement test scores in vocabulary, math, and total battery became important predictors. Teen-aged parents were found to be a sub-population of dropouts or graduates. Teen-aged parents dropped out or graduated from school based on the early predictors of dropouts or graduates, not based on parenting or single status.
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Pathways to dropping outTaylor, Sarah Cecelia Ferguson 06 June 2008 (has links)
This study investigated the perceptions of a select group of black males about their school experiences. The purpose of the study was to compare the perceptions of dropouts with the perceptions of in-school participants to predict the likelihood of the in-school participants becoming dropouts.
The participants were 20 black male dropouts, 10 black male eighth-grade students, and 10 black male fifth-grade students. Participants resided in a rural setting in two southern states. Data for the study came from self-reports of the participants. Predictors of dropouts were identified from the literature, and interview questions were developed from these predictors.
The findings of the study supported other recent research. The black males studied reported being retained in earlier grades, belonging to single-parent families, being from lower-income families, and experiencing behavioral problems in school. They were (1) not well-adjusted to the school environment, (2) not aware of the importance of school, (3) anxious to learn about the contributions of black Americans, and (4) very critical of the black, male principal.
Interventions that may help include (1) early goal setting experiences, (2) a curriculum that reflects current societal changes designed to fit the local community, and (3) connecting the school process to the career goals of black males. / Ed. D.
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