Over the years, extensive research has been conducted in the field of underachievement. Many solutions to the problem have been put forward, none of these proposals universally addressing the problem. The present research's aim was to address the problem of underachievement ecosystemically. For this pu~ose, through the process of a series of interviews, information was gathered about the underachieving behaviour of a particula~pc"a'nd his interaction with his teachers and his parents in connection with his behaviour. It was found that the underachieving behaviour could be described as part of a larger interactive pattern, characterised by compliant/noncompliant behaviour on the part of the pupil, and involved/non-involved behaviour on the part of the teachers and parents. / Psychology / M.A. (Clinical Psychology)

published_or_final_version / Education / Master / Master of Education

This qualitative study provides entrance into the everyday experiences of a team of teachers working in an alternate program. The teachers' personal narratives of the daily, intimate and complex interactions between teachers and students are presented and probed for possible interpretations. Their anecdotes reveal that these teachers do not experience students' risk, in the usual negative sense of the word, but instead as hope for that which is not yet, and for that which might be possible. This hope is shown, for example, through teacher care and commitment to individual students, as well as through high teacher expectations and clearly articulated standards which the students must work hard to achieve. This study suggests that understanding what it is to teach well in a so-called "at-risk" setting is to increase our understanding of the greater question of what it is to teach.

The purpose of this study was to describe a tenth grade English program for reluctant learners and to determine the benefits of the program in achieving improvement in reading, writing, and self-concept. In addition, a general perception of the possible success of the program as ascertained by students and administrators was sought. The population consisted of 43 reluctant learners identified by low achievement scores, poor report cards, teacher recommendation, counselor recommendation, and personal interview.A pretest/posttest comparison of scores on six standardized tests for vocabulary, reading comprehension, spelling, language mechanics, language expression, and self-concept was utilized to determine improvement. Researcher-created surveys were used to determine perceptions of students and administrators regarding the success of the program.1. Seventy-eight percent of the students improved in vocabulary.2. Sixty-nine percent of the students improved in reading comprehension.3. Sixty-three percent of the students improved inspelling.4. Seventy-eight percent of the students improved in language mechanics.5. Ninety-two percent of the students improved in language expression.6. Fifty-eight percent of the students improved in self-concept.7. Both students and administrators considered the program a success.Conclusions1. Grouping reluctant learners for part of the school day is beneficial to improving reading,' writing, and self-concept in tenth grade English classes.2. A personalizing and individualizing approach to teaching reluctant tenth graders is essential.3. A reluctant learner program is considered valuable by students and administrators in the Menasha Public School System.4. Test scores indicate improvement in reading, writing, and self-concept for students included in the program for reluctant learners.5. Understanding the personal lives of reluctant learners enhances communication, cooperation, and the ability to create individualized instruction.6. Communicating and working with counselors, parents, and administrators is effective in meeting the needs of reluctant learners at the tenth grade level.7. Seeking assistance from special education per nurses, and work experience personnel is necessary in meeting the needs of reluctant learners at the tenth grade level.

Over the years, extensive research has been conducted in the field of underachievement. Many solutions to the problem have been put forward, none of these proposals universally addressing the problem. The present research's aim was to address the problem of underachievement ecosystemically. For this pu~ose, through the process of a series of interviews, information was gathered about the underachieving behaviour of a particula~pc"a'nd his interaction with his teachers and his parents in connection with his behaviour. It was found that the underachieving behaviour could be described as part of a larger interactive pattern, characterised by compliant/noncompliant behaviour on the part of the pupil, and involved/non-involved behaviour on the part of the teachers and parents. / Psychology / M.A. (Clinical Psychology)

This qualitative study provides entrance into the everyday experiences of a team of teachers working in an alternate program. The teachers' personal narratives of the daily, intimate and complex interactions between teachers and students are presented and probed for possible interpretations. Their anecdotes reveal that these teachers do not experience students' risk, in the usual negative sense of the word, but instead as hope for that which is not yet, and for that which might be possible. This hope is shown, for example, through teacher care and commitment to individual students, as well as through high teacher expectations and clearly articulated standards which the students must work hard to achieve. This study suggests that understanding what it is to teach well in a so-called "at-risk" setting is to increase our understanding of the greater question of what it is to teach. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

published_or_final_version / Education / Master / Master of Education

It is the goal of this program to identify these at-risk students, track their grades, and incorporate a tutorial program to motivate and build their self-esteem and ultimately, their academic performance. This program can succeed with the proper administrative support, teacher involvement and parent and community assistance.

This study utilized a Quasi-experimental Pretest-Posttest design to determine whether or not group counseling would improve the achievement (measured by grade point average), self-concept and locus of control (both measured by the <i>SAM</i>) of low-achieving and/or underachieving ninth grade students in an interdisciplinary alternative educational program. participants in this study were 66 students in an alternative educational program called IMAGESS who were computer-assigned to either a treatment group or a control group. Students who were in the treatment group participated in ten 45 minute group counseling sessions over a four month period of time. Concepts of reality therapy were utilized during the group sessions with an emphasis on goal setting, decision making and problem solving skills. Qualitative information was collected during the course of the study and utilized to formulate conclusions. Statistical analysis included descriptive statistics, analysis of covariance utilizing parent participation, sex, group membership and the corresponding pretest as covariates. Once suitable predictors were identified, multiple linear regression was used to identify suitable models for future prediction. Although no significant findings could be identified to support group counseling analysis of covariance produced significant results with the post self-concept and post grade point average variables for parent participation and with the post self-concept variable for the interaction of parent participation and post grade point average. / Ed. D.

This study identified factors related to solving mathematical word problems and then examined the differences in characteristics between students with low achievement in mathematics who were likely to have a learning disability and students with low achievement in mathematics who were unlikely to have a learning disability. Factoral analysis identified two significant factors: abstract thinking and long term retrieval from memory. Results indicated qualitative differences between sixth grade students with achievement in mathematics at or below the 25th percentile with indications of learning disabilities (MLD) and students with achievement in mathematics at or below the 25th percentile without an indication of a learning disability (Low Math/NLD). The Learning Disabilities Diagnostic Inventory, which measures intrinsic processing disorders indicative of learning disabilities, was used to differentiate between students with MLD (n = 13) and students with Low Math/NLD (n = 16). The Woodcock-Johnson III Tests of Achievement, Clinical Evaluation of Language Fundamentals-Fourth Edition, and the Informal Mathematics Assessment (IFA) were used to compare the two groups. In contrast to students with MLD, students with Low Math/NLD had a higher mathematical performance and had more difficulties with math fluency. When solving mathematics word problems on the IFA, a test composed of word problems, student interview, and error analysis, students with Low Math/NLD had more correct answers, more computational errors, and fewer translation errors than students with MLD did. Students with MLD had conceptual difficulties in the areas of analyzing, reasoning, and abstract thinking.