Este estudo busca compreender a evasão escolar no Ensino Médio regular noturno, tendo em vista a complexidade e natureza multiforme desse fenômeno, e o contexto histórico, social, econômico e político ao qual estão inseridos os alunos dessa etapa. À vista disso, há a análise das mediações entre as intermitências das políticas públicas educacionais para o Ensino Médio e a perpetuação da evasão escolar. Tendo como foco de estudo a evasão escolar, apresenta-se, como objetivo geral, compreender os fatores que contribuem para a evasão escolar no Ensino Médio regular noturno em escolas públicas do município de Montes Claros/MG, no período entre 2010 e 2013, analisando o universo escolar em interface com o contexto, social, econômico e político nas dimensões macrossociais e microssociais. Esta pesquisa consiste numa investigação qualitativa, estruturou-se como um Estudo de Caso, utilizando-se das técnicas: entrevista com alunos evadidos, questionário com professores, caderno de campo e análise de documentos. A coleta dessas informações foi submetida à análise de conteúdo para a construção dos resultados deste estudo. Os dados coletados foram analisados à luz de contribuições teóricas relativas às políticas públicas educacionais para o Ensino Médio, e de autores que conceituam a evasão escolar e discutem a condição juvenil nessa faixa etária. Defende-se a tese de que os fatores que contribuíram para a evasão escolar no Ensino Médio regular noturno possuem uma estreita ligação entre o universo escolar em interface com o contexto social, econômico e político nas dimensões macrossociais e microssociais. Defende-se, também, que não existe uma percepção, por parte dos alunos, de que questões macrossociais e microssociais, internas e externas à escola possam contribuir para a evasão nessa etapa de ensino. E, ainda, que não existe uma política pública educacional específica externa ou interna à escola para garantir e incentivar a permanência desses alunos nessa etapa de ensino. Os resultados evidenciaram tanto para alunos quanto para professores que os fatores que contribuíram para a evasão estão relacionados a questões externas e internas à escola, abrangendo aspectos macrossociais e microssociais. Logo, os aspectos macrossociais ligam-se ao trabalho, gravidez precoce; já os microssociais referem-se a fatores ligados a organização curricular, metodologia, estrutura física das escolas e ambas à precarização do trabalho docente. Esses fatores refletem as condições sociais, econômicas e políticas da sociedade brasileira. Destaca-se, ainda, que a maioria dos ex-alunos atribuíram a si próprios e a motivos pessoais a evasão da escola, e grande parte dos professores associaram a evasão dos alunos à necessidade de trabalhar. Diante da situação do Ensino Médio brasileiro, no que se refere ao fenômeno estudado, as contribuições deste trabalho concentram-se na visibilidade dos fatores que levaram a evasão dos alunos durante o Ensino Médio. Nesse viés, constata-se, também, a falta de políticas públicas educacionais eficazes que valorizem a condição juvenil e contribuam para a permanência dos alunos na escola. Destarte, almeja-se que tal visibilidade possa contribuir para repensar as políticas educacionais e as práticas pedagógicas para o Ensino Médio regular noturno no país. / This study seeks to understand school drop outs in the Regular Evening Secondary Education, having in sight the complexity and the multiform nature of this phenomenon, and the context historical, social, economic and political in which the students are at this stage. With this in sight, there is an analysis of intermediate mediation of public education policies for Secondary Education and the prolonging of school drop outs. Having school drop outs as a focus of the study, the general objective presented is to understand the factors which contribute to school drop outs in the regular Secondary public schools of the municipality of Montes Claros, Minas Gerais, in the period between 2010 and 2013, analyzing the school world and its interface with its context: social, economic and political in the macro-social and micro-social dimensions. This survey consists of a qualitative investigation, structured as a Case Study, using these techniques: interview with school drop outs, a teacher’s questionnaire, field notebook and document analysis. The information gathered was subject to content analysis to construct the results of this study. Collected data was analyzed in light of relative theoretical contributions, the public educational policies for Secondary Education, and of authors who conceptualize school drop out and discuss the juvenile condition of this age group. This thesis defends that the factors which contribute to school drop outs in Regular Evening Secondary Education have a direct link to the contexts social, economical and political in the macro-social and micro-social dimensions. It also defends, that there does not exist a perception, on the student’s part, that questions: micro-social, micro-social, internal and external, to the school could contribute to dropping out at this stage of learning. Furthermore, there does not exist a specific public educational policy, external or internal to guarantee and motivate students to remain in school at this stage of learning. The results show the same for students as for teachers that the factors that contribute to dropping out are related to internal and external questions at the school, including macro-social and micro-social aspects. Soon, macro-social aspects are linked to work, teen pregnancy; and the micro-social allude to factors linked to curricular organization, methodology, physical structure of schools and both to the precariousness of teaching. These factors reflect social, economic and political conditions of Brazilian society. In addition, the majority of former students attribute dropping out to themselves and personal motives. A great number of teachers associate students dropping out to the need to work. Facing the situation of Brazilian Secondary Education, in what is referred to as studied phenomenon, the contributions of this work concentrate in the visibility of factors that cause student drop outs during Secondary Education. With this bias, it is noticed, also, a lack of effective public educational policies that appreciate the condition of the youth and contribute to students remaining in school. To you, it is desired that such visibility could contribute to rethinking educational policies pedagogical practices for regular Evening Secondary Education in the country. / Tese (Doutorado)

Two major purposes existed for this study. The first purpose was to compare how persisters and nonpersisters in the first year of a two-year nursing program differed in locus of control, selected personality traits, and seven demographic variables. The second major purpose was to develop a predictive model for the persisters and the nonpersisters. The particular personality variables examined were intelligence, superego strength, extraversion, anxiety, tough poise, and independence as measured by the 16PF. The summary findings were that persisters had significantly higher scores on the NDRT and the B and G traits, significantly lower externality, and were generally younger with no previous nursing experience, and more likely not to have prekindergarten age children than the nonpersisters. The major significance of this research comes from its use of data gathered at the beginning of an educational program to make predictions which can be available to teachers, counselors, and administrators who may make use of the information to improve the chance potential nonpersisters have of completing the nursing program, or perhaps to assist students in reexamination of their career choice.

The government of Lesotho and the parent expect all learners to attend school daily to receive the best education so that they can have a bright future. Education prepares the learner for life; if the learner drops out, he/she will struggle to succeed in life. The ever increasing rate of primary school dropouts in Lesotho is of great concern as it has negatively impacted on education in the area. The education system as well as the Basotho community has over the years been affected in various ways. For example, school dropouts become liabilities to the community as they are not able to contribute maximally to nation building. In most cases the dropouts engage in anti-social criminal activities. They also cause educational wastage in the form of resources. For these reasons, it was of paramount importance to determine the reasons for dropouts and establish the possible solutions to this national problem. This study has examined factors influencing learners to dropout. It employed a qualitative research design, using focus group interviews and field notes to succeed in investigating the causal factors of learner dropouts. Purposive sampling was used for the research because it was convenient for the research in terms of time. By using purposive sampling, the researcher was able to include participants according to the relevant criteria based on the emerging research question: What are the factors influencing learner dropout? The main objective was to identify the factors influencing primary school learner dropouts in Teyateyaneng, Lesotho. The focus group interviews were made up of one principal and five educators from each of the three primary schools which are located in Teyateyaneng in the Berea district of Lesotho. This type of sampling was used because the researcher wanted rich information from participants regarding the reasons for learners dropping out of school. It has emerged from the empirical findings of the study that learner dropout is inter alia caused by school and home related factors. The study revealed that some learners dropped out of school because they were orphans, while others dropped out of school after being absent for a number of weeks. Mainstream classrooms were also found to encourage dropping out because educators are not fully trained to address problems that learners with disabilities bring to the classrooms. Lack of parental involvement was found to drive learners away from schools and into the streets. Due to poor financial situations learners leave school and are forced into child labour to better their families‟living conditions. Student educators were found to be a factor because they lack the necessary skills in developing learners. Other learners decided to stop schooling totally after repeating a grade.Due to the high prevalence of HIV/AIDS many learners are taken out of school to take care of their ill relatives. Some learners drop out of school after being abused and neglected. Due to the high unemployment rate and poverty in Lesotho, many learners quit school to support their families. All the above causes for learners dropping out of school have been discussed in detail in chapter four. These factors are complex issues, which should be handled by trained people. As learners spend a great ideal of time in their school environments, the educators play an integral part in alleviating the learners' social problems. It is essential that learners with social problems seek professional help at an early stage. Educators are obliged to help these learners although they are not necessarily equipped to give the required assistance. Suggestions and recommendations are mentioned to alleviate the situation. The study recommends that primary school learners should be encouraged to complete their primary level education. The Ministry of Education and Training should develop policy guidelines on inclusive education, facilitate legislation on compulsory basic education, improve teaching and learning conditions in all schools, abolish child labour, create employment opportunities for parents to prevent child labour, regulate traditional circumcision and solicit parental support. All the above suggestions hoped to be solutions to the problems of learner dropouts as discussed in detail in chapter two. / Inclusive Education / M. Ed. (Inclusive Education)

Made available in DSpace on 2016-01-26T18:49:42Z (GMT). No. of bitstreams: 1 PEDRO_FINAL_02_10_2011.pdf: 883122 bytes, checksum: 721f904ea98bb00b7023c500226d0019 (MD5) Previous issue date: 2011-08-11 / This survey entitled Education of Young and Adult Students: Perspectives and school dropout in the city of Cáceres-MT is linked to a Line of Research Educational Institution, Organization and Management from the Area of Concentration: Educational and Teacher Education Program of Master in Education of the UNOESTE in Presidente Prudente-SP. The participants of our study were twenty school dropout students from the period of 2000 to 2009, randomly selected to participate in the interviews. All of them belong to the municipal school called Isabel Campos, situated in Cáceres-MT. the choice of this school among the others was due to its strategic geographical location This school receives students from urban and rural areas. The research was aimed at understanding the expectations of students when they start the Education of Young and Adult Students (EJA) and the diagnosis of the causes of the high dropout rate in the first series of this type of education. The data from the interviews followed a script whose items allowed the analysis and the understanding of the prospects for entry and the reasons that led to truancy. Official documents of the Municipal Education and Culture and of the School analyzed recorded the municipal school life of the EJA students were also analyzed. The data collected for analysis were supported and grounded of the content analysis, as indicated by Maria Laura P. B. Franco (2008). The research followed the qualitative approach and specific features of the case studies. The results showed a gradual decline in the offer of EJA in the city studied and the job was considered the main reason for the return and the dropout of young and adult students / Esta pesquisa intitulada Educação de Jovens e Adultos: Perspectivas e Evasão no município de Cáceres-MT está vinculada à Linha de Pesquisa 1 - Instituição Educacional: Organização e Gestão, da Área de Concentração: Instituição Educacional e Formação do Educador, do Programa de Mestrado em Educação da UNOESTE de Presidente Prudente-SP. Os sujeitos da nossa pesquisa foram vinte alunos evadidos entre os anos de 2000 a 2009, escolhidos aleatoriamente para participar da entrevista. Todos matriculados na escola municipal Isabel Campos em Cáceres-MT. A escolha dessa escola entre as demais do município, deve-se à localização geográfica estratégica, pois recebe alunos das zonas urbana e rural. A pesquisa teve como objetivo o conhecimento das expectativas dos alunos ao ingressarem na Educação de Jovens e Adultos - EJA e o diagnóstico das causas do elevado índice de evasão escolar nas séries iniciais dessa modalidade de ensino. Os dados obtidos pelas entrevistas obedeceram a um roteiro cujos itens possibilitaram a análise e compreensão das perspectivas de ingresso e os motivos que levaram à evasão escolar. Documentos oficiais da Secretaria Municipal de Educação e Cultura, e da escola em questão, que registraram a vida escolar dos estudantes municipais da EJA, também foram dados de análise. Os dados coletados para exame se apoiaram e fundamentaram na análise de conteúdo, conforme indicação de Maria Laura P. B. Franco (2008). A investigação obedeceu à abordagem qualitativa, e características específicas dos estudos de caso. Os resultados obtidos mostraram o gradativo declínio da oferta da EJA no município pesquisado e a necessidade de trabalhar sendo o principal motivo de regresso e de evasão dos estudantes jovens e adultos.

The purposes of this study are to identify student retention strategies in generic baccalaureate schools of nursing and their supporting institutions to determine if these strategies vary according to identified characteristics of the school of nursing and its supporting institution and to determine the perceived effectiveness of the strategies. Data were collected from 313 administrative heads of schools of nursing that offer generic baccalaureate programs accredited by the National League for Nursing; 217 returned usable questionnaires constituted a national response rate of 69.3 per cent. Frequency distribution and the chi-square test of independence, significant at the .05 level, were used for statistical treatment of the data.

Technology enhancements of the past two decades have not successfully overcome the problem of low motivation in Kindergarten through Grade 12 (K-12). Motivation and math achievement have been identified as major factors contributing to the high school dropout problem (30-50% in traditional/online programs). The impact of extrinsic rewards on achievement and the dropout problem, however, remains a subject of debate. This dissertation seeks first to address this debate, through an investigation of reward system effectiveness in the blended learning environment, on at-risk students with varied intrinsic motivation factor scores. Next, the dissertation explores the importance of fit between students' reward perceptions and reward values when motivating student progress. To this end, the author has developed a new 6-factor motivation orientation model for students in blended learning environments, and a learner-configurable progress-based reward system (PBR) for Learner Content Management Systems (LCMS) based on this model. The hypothesized model was tested for fit with a sample of 353 at-risk high school math students in Miami, Florida. The PBR was developed based upon the findings from interviews with subject matter experts and students, factor and regression analyses used to test hypotheses about learner motivation and predict learner progress. Conclusions from the study informed the design of an integrated PBR. A 6-factor motivation orientation model was found to explain more of the variance (74%) in student motivation than earlier models. Contrary to Deci et al. (1999), hypothesis test results did not confirm adversarial extrinsic rewards/intrinsic motivation relationships. Furthermore, consistent with person-environment fit theory, learners demonstrated superior progress and achievement when extrinsic reward perceptions and values were well aligned. With critical input from flexible learning theorists, teachers, and students, the emerging PBR design may ultimately be integrated through mobile learning applications and social media, within LCMS solutions such as Blackboard, and systems commonly used in K-12, such as Apex. Although beyond the scope of the dissertation, the emerging Web-based design promises to play an important role in engaging a K-12 Community of Practice (CoP), consisting of telecommunications partners, game developers, retailers, and education stakeholders sharing a significant interest in future innovations that address the dropout problem.

Made available in DSpace on 2016-07-18T17:54:15Z (GMT). No. of bitstreams: 1 PEDRO_FINAL_02_10_2011.pdf: 883122 bytes, checksum: 721f904ea98bb00b7023c500226d0019 (MD5) Previous issue date: 2011-08-11 / This survey entitled Education of Young and Adult Students: Perspectives and school dropout in the city of Cáceres-MT is linked to a Line of Research Educational Institution, Organization and Management from the Area of Concentration: Educational and Teacher Education Program of Master in Education of the UNOESTE in Presidente Prudente-SP. The participants of our study were twenty school dropout students from the period of 2000 to 2009, randomly selected to participate in the interviews. All of them belong to the municipal school called Isabel Campos, situated in Cáceres-MT. the choice of this school among the others was due to its strategic geographical location This school receives students from urban and rural areas. The research was aimed at understanding the expectations of students when they start the Education of Young and Adult Students (EJA) and the diagnosis of the causes of the high dropout rate in the first series of this type of education. The data from the interviews followed a script whose items allowed the analysis and the understanding of the prospects for entry and the reasons that led to truancy. Official documents of the Municipal Education and Culture and of the School analyzed recorded the municipal school life of the EJA students were also analyzed. The data collected for analysis were supported and grounded of the content analysis, as indicated by Maria Laura P. B. Franco (2008). The research followed the qualitative approach and specific features of the case studies. The results showed a gradual decline in the offer of EJA in the city studied and the job was considered the main reason for the return and the dropout of young and adult students / Esta pesquisa intitulada Educação de Jovens e Adultos: Perspectivas e Evasão no município de Cáceres-MT está vinculada à Linha de Pesquisa 1 - Instituição Educacional: Organização e Gestão, da Área de Concentração: Instituição Educacional e Formação do Educador, do Programa de Mestrado em Educação da UNOESTE de Presidente Prudente-SP. Os sujeitos da nossa pesquisa foram vinte alunos evadidos entre os anos de 2000 a 2009, escolhidos aleatoriamente para participar da entrevista. Todos matriculados na escola municipal Isabel Campos em Cáceres-MT. A escolha dessa escola entre as demais do município, deve-se à localização geográfica estratégica, pois recebe alunos das zonas urbana e rural. A pesquisa teve como objetivo o conhecimento das expectativas dos alunos ao ingressarem na Educação de Jovens e Adultos - EJA e o diagnóstico das causas do elevado índice de evasão escolar nas séries iniciais dessa modalidade de ensino. Os dados obtidos pelas entrevistas obedeceram a um roteiro cujos itens possibilitaram a análise e compreensão das perspectivas de ingresso e os motivos que levaram à evasão escolar. Documentos oficiais da Secretaria Municipal de Educação e Cultura, e da escola em questão, que registraram a vida escolar dos estudantes municipais da EJA, também foram dados de análise. Os dados coletados para exame se apoiaram e fundamentaram na análise de conteúdo, conforme indicação de Maria Laura P. B. Franco (2008). A investigação obedeceu à abordagem qualitativa, e características específicas dos estudos de caso. Os resultados obtidos mostraram o gradativo declínio da oferta da EJA no município pesquisado e a necessidade de trabalhar sendo o principal motivo de regresso e de evasão dos estudantes jovens e adultos.

School districts are failing to educate all of America's children. Dropout statistics reveal that almost 7,000 students leave our nation's schools everyday. At this rate 1.2 million students will not graduate on time with their prospective classes. The majority of American male students of African descent are dropping out instead of completing high school. When compared to that of their white peers, the dropout rate of American male students of African descent is significantly higher and the graduation rate much lower. This research examines high school dropouts from the perspectives of school-based leaders in a high school located in a city in a large southern school district. Structured interviews, transcribed with member-checks, were conducted with eight school-based leaders. The data in this qualitative study were used to examine their perspectives of American male students of African descent dropping out of their high school. The researcher maintained a reflective research journal to enhance the data analysis. The study found that the perspectives of the eight school-based leaders were influenced by their past histories with these students; their personal and acquired knowledge of these students, their families, and their communities. They were largely uniformed of the dropout rate and their previous history with these students had an impact on their present level of support to these students.

Although school districts in Florida have reported a decrease in the overall dropout rate, the dropout rate among African American males remains higher than it does for any other ethnic group. Guided by Ogbu's oppositional culture theory, the purpose of this phenomenological study was to investigate the high dropout rate among African American males and determine some of the social, cultural, educational, and economic elements that may hinder African American males from completing high school. A purposive sample of 10 African American males who dropped out of high school and who were between the ages of 18 and 35 was selected to participate in this study. Thirty open-ended interviews were conducted, and the data were analyzed using an open coding system. Twelve themes emerged that provided evidence of the complex factors associated with dropping out. The major themes included lack of motivation from parents and teachers, disengagement from the educational institution, economic challenges related to poverty, and peer influence. It is recommended that programs and curricula be developed and implemented that would create opportunities to build positive relationships between African American male students and their teachers, parents, and peers. Positive social change could occur with an increase in the graduation rate of African American male students, which would offer a more educated work force for the community.

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