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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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Transformation of female GED graduates into college graduates : a multiple case study of barriers and supports /Steel, Marian Diane. January 1900 (has links)
Thesis (Ph. D., Education)--University of Idaho, October 2007. / Major professor: Martha C. Yopp. Includes bibliographical references (leaves 237-250). Also available online (PDF file) by subscription or by purchasing the individual file.
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At-risk students an exploratory survey of secondary school responses /Ho, Kit-wah, Kitty. January 1900 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.
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Perceptions of public school a quantitative study comparing and contrasting the way current students and dropouts view school success factors /Rice, Phillip Bradley. January 1900 (has links)
Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Ulrich Reitzug; submitted to the Dept. of Educational Leadership and Cultural Foundations. Title from PDF t.p. (viewed Jun. 7, 2010). Includes bibliographical references (p. 97-105).
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The schooling experiences of Fulani Muslim girls in the Fouta Djallon Region of Guinea forces influencing their retention in a rural secondary school of Dalaba /Baldé, Aissatou MBambé. January 2004 (has links)
Thesis (Ph.D.)--Ohio University, August, 2004. / Title from PDF t.p. Includes bibliographical references (p. 203-220)
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Determining the high school graduation rate in DelawareHaberstroh, Susan Keene. January 2007 (has links)
Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: Frank B. Murray, School of Education. Includes bibliographical references.
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From K-GED: Maine Teenagers Describe Social, Emotional, and Relational Factors and Conditions Involved in their Decisions to Drop Out and Complete with a GEDSaliwanchik-Brown, Cheryl January 2008 (has links) (PDF)
No description available.
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A strategy to assist rural multigrade schools to reduce the dropout rate experienced in high schoolsvan Niekerk, Susanna Elizabeth January 2014 (has links)
Thesis submitted in fulfilment of the requirements for the degree
Master of Education
in the Faculty of Education and Social Sciences
at the Cape Peninsula University of Technology
2014 / Educationists and political leaders are concerned about the high dropout rates experienced
in South African high schools. For the purposes of this research, “dropout” is defined as “one
who has not graduated from high school”. Research indicates that the high school dropout
rates, both in South Africa and globally, culminate in challenges for the school, the
community and society. The multigrade primary school environment sees learners doing well
academically, but when these learners move on to high school, the dropout rates increase for
these learners. The purpose of this study is two-fold: to determine the reasons for dropout of
learners who have ably and successfully completed their primary education within the
multigrade system; and to propose a strategy to assist rural multigrade primary schools in
reducing the foreseen dropout rates in high schools. A sequential explanatory mixed-method
approach was designed in order to determine what strategy could assist rural multigrade
schools in Circuit 2 of the West Coast Education District to prevent the dropout rate
experienced in high schools. During the preliminary research a scrupulous literature study
was done, to determine global trends and to determine which current intervention
programmes exist. The quantitative phase of this study was conducted first and consisted of
a content analysis of school documents to determine which learners did not complete high
school. The qualitative phase followed and the data was collected through face-to-face
interviews with principals of rural multigrade primary schools, and learners who had dropped
out. This was done in order to determine the perceptions of the principals, and the former
learners who had dropped out of the schooling system. This research elucidates the
challenges – the inexorable odds – that these multigrade learners have had to overcome in
order to complete Grade 12. In closing, it proposes pragmatic strategies which may decrease
the high dropout rates that learners, from a multigrade primary setting, experience in future.
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'n Skooldiagnostiese ondersoek na skoolstaking met beklemtoning van die sosiale skakeling van leerlinge met groepe buite die skool as faktor by skoolstakingDu Plessis, Catharina Susanna 04 February 2014 (has links)
M.Ed. (Psychology of Education) / Please refer to full text to view abstract
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Students at risk : internal and external factors : an integrated approachFredericks, Claude Ramon 02 June 2014 (has links)
D.Phil. (Educational Psychology) / The high incidence of school dropout in South African schools led to a joint research project by the Rand Afrikaans University and the Hubert H. Humphrey Institute of Social Ecology at the Ben Gurion University. Various facets of the school dropout phenomenon were researched with the aim of identifying the at risk student. Possible causes were hypothesised and researched under the broad categories of: self-concept, locus of control, family relations and school climate. These aspects were individually researched and this study culminates from these pilot studies. The aim of this study is an integrated approach to ascertain the interaction of variables that place students at risk. These variables were incorporated into a research design done with a sample group of 734 students taken from five schools in the Pretoria - Witwatersrand Vereeniging area. The findings of the research indicate that the above mentioned variables cause dropout but were not the best predictors of students at risk. Making use of Chaid's exploratory technique variables such as attitude towards school, own evaluation of performance, age and family size were identified as good predictors of students at risk. A logistical regression was used to design a model of prediction that could effectively be used in schools to identify the at risk student. The hope is expressed that early identification will lead to the application of appropriate remedial measures in order to prevent the at risk student from becoming a "school dropout".
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