Mémoire (M.Ed.)-- Université du Québec à Chicoutimi, 1997. / Document électronique également accessible en format PDF. CaQCU

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: Ben A. Harris and Nolan Estes. Vita. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1971. / Title from title page screen, viewed Sept. 21, 2004. Dissertation Committee: Elwood F. Egelston, G. Alan Hickrod (co-chairs), Claude Bell, Benjamin J. Keeley, David Livers, Robert F. Moore. Includes bibliographical references (leaves 364-372) and abstract. Also available in print.

Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 107-121) and appendices.

Many secondary schools in the Eastern Cape and else where in South African are facing a drop out crisis but a proportion of these dropouts return to school to complete their education. The kind of social experiences that dropouts have as they reenrol and reintegrate in school remains an under-research aspect in the discourse on education access. The purpose of this study was to investigate the factors that prompted dropouts to reenrol in school and the social life experiences of these learners in school. It was also to explore school leaders‟ reactions towards these experiences, and the implications for school leadership of the dropouts‟ experiences. Using qualitative methodologies, involving a sample of 15 dropouts and two school leaders, the study found multiple motives, associated with individual characteristics of dropouts and the institutional characteristics of their family and the labour market, prompting reenrolment. Institutional characteristics at the school level were not featured. Regarding social life at school, it found that while some participants had positive social experiences, which reinforced their motivation to pursue their education, others experienced the school context as socially hostile. The nature of the social hostility is described, but school leaders seem insensitive to many of the social integration challenges that confront dropouts. Several implications for school leadership have been drawn out, including the view that while there are a variety of leverage points for addressing the social hostility problems, the social development of dropouts who experienced hostility stand to wither if supportive measures are not implemented to help them reintegrate. While the research provides new insights into the experiences of dropouts in school, it had the limitation of being a case study whose findings cannot be generalised.

The problem, source of data, and procedure. As a nation grows and the states that compose the nation develop and improve , it is quite natural that the leaders, especially tile loaders in education, become concerned if there are many of the youth leaving school before they have gained the knowledge to help them cope with the stress and strain of the world about them. The problem of the school drop-outs has been of concern to educators since the beginning of our secondary schools . In California this problem has increased with the tremendous influx of population and from all indications will continue to grow if steps are not taken by individual school districts to do something about it. It is necessary, therefore, to get information regarding local areas.

"The problem undertaken in this study was an examination of the follow-up study as used by the public secondary schools of Florida. The examination of the follow-up study was to include: (1) the number of Florida secondary school using such an evaluative instrument; (2) the purposes for which it was being used; (3) the technique and scope of the study; and (4) uses made of the study following completion"--Introduction. / Typescript. / "August, 1959." / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. F. Cottingham, Professor Directing Paper. / Includes bibliographical references (leaves 52-53).

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The students and teachers who provided data for this study were participants in school dropout prevention programs in the province of New Brunswick, Canada. The research was initiated to identify the strategies used by those teachers who are viewed to be effective in their work with students in at-risk situations. The study evolved as an interpretative account of the teachers' reflections. The multiple roles of the researcher in the pursuit of action research were explored, and the reciprocal interaction of the researcher with the research was recognized. The processes used to formulate and examine themes in the teachers' stories were given detailed explanations. These approaches were compared with the methodologies reported in the literature on qualitative research. In addition to using the techniques of grounded theorizing, biographical readings were undertaken to present a holistic perspective of the stories given by individual teachers. An emphasis on the teachers' stories precluded extensive examination of the students' accounts, but illustrations were provided of the students' statements corroborating the teachers' reflections. As well as references to the substantive literature on students in at-risk situations, the data were considered in respect to psychological, sociological, anthropological and philosophical theories. The theories that developed from this study were presented in relation to formal theories. The noted implications included actual classroom applications as well as suggestions for teacher preservice and inservice training and proposals for future research.