The problem of this study was to determine the relationship between dropout rates of the high schools of Arkansas and certain school practices.

The Alliance for Excellent Education (2011) estimates every 26 seconds in America, a student drops out of school. Numerous intervention and prevention approaches have been implemented to reduce the incidents of school dropout. One program, Communities In Schools (CIS), has shown promise in impacting the issue of school dropout by attending to both academic and non-academic factors at play in influencing a student’s risk for dropping out. The primary aim of this secondary data analysis was to develop an increased understanding of CIS services, to explore whether service provision varies systematically in relation to student outcomes and student characteristics, and to gain initial understandings of whether service provision is related to end-of-year outcomes. The volume of services provided was examined in terms of the number of service categories received and the amount of services (in hours) received. Bivariate statistical tests were used to examine the differences in the two service volumes based on student characteristics and prior year outcomes. The findings suggest that the total number of services received and the total number of hours of services received does not significantly vary by student characteristics or prior year outcomes. However, significant differences were found in the number of hours of distinct service categories and prior year outcomes. Multiple regression analyses were employed to examine in what ways services were related to student outcomes. The findings indicate that specific services are associated with better outcomes. Practice and future research implications are discussed.

ABSTRACT Key words: Dropout, repetition, scholar exclusion, school quality, General Secondary School, Mozambique. This study is a school-based research into the reasons for dropout and repetition in Mozambique. The research methodology is of a qualitative nature, which enabled the exploration of relevant themes, processes and patterns that have characterized the educational process in Mozambique, especially reasons that led to repetition and dropout, during the period between 1999 and 2005. The main reasons could be found in the whole process of teaching and learning; outdated classroom pedagogy; insufficient student participation and shortage of textbooks or teachers materials; and low teachers salaries. In addition, poverty causes many students to drop out. The main conclusion is that higher levels of repetition and dropout have cost implications, inflating enrolments and adding to total costs without necessarily leading to an improvement in learners’ outcomes. Recommendations include a redefinition of the model of secondary education in accordance with the new demands of the labour market.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-24T11:15:28Z No. of bitstreams: 1 2015 - Gl?ria Maria Silva Pina.pdf: 7470736 bytes, checksum: 3e0c1e1d4d8b9bb8994253b93648caeb (MD5) / Made available in DSpace on 2017-01-24T11:15:28Z (GMT). No. of bitstreams: 1 2015 - Gl?ria Maria Silva Pina.pdf: 7470736 bytes, checksum: 3e0c1e1d4d8b9bb8994253b93648caeb (MD5) Previous issue date: 2015-10-27 / School dropout is a phenomenon that occurs at educational institutions, both public and private. The actions of the government regarding education find themselves disconnected from the reality of problems like abandonment, retention or even premature passing, where the variables that interfere in each student?s school process are not perceived. The objective of this research was to discover the causes of dropout in the Business Administration and Marketing technical course (CTADEM) at Col?gio Dom Agostinho Ikas (CODAI), in the period between 2010 and 2013, conceptualizing dropout and its developments, mapping the causes of school dropout, highlighting its motivations from the point of view of students and teachers, and presenting possible actions that aim to minimize it. With this intent we utilize a qualitative methodology interlaced with the exploratory character Case Study technique. As instruments, we use questionnaires with registered students and students who have dropped out and interviews with the students at CTADEM. In the analysis of our discoveries, we investigate the motives and reasons that lead to a student dropping out, dealing with the perceptions of social players, understanding their concepts about school dropout, motivations of school permanence, searching for contributions that can be useful toward the decrease of dropout rates at CTADEM, their limits and possibilities, interlaced with the views of theorists involved in this investigation. In this way we have noticed a reality that points to several aspects, such as family problems, geographical aspects, unprepared high school graduates, outdated physical infrastructure and school environment, hindering better integration and educational quality, as well as the need to evaluate CTADEM according to the current MEC criteria and restructuring of its curriculum. These perceptions can contribute not only to make teachers aim a continuous improvement of their activities, but also to aid CTADEM in its efforts toward a better school performance, constructing strategies to confront school drop out with possible reflections in the quality of instruction, and the educational, social and economic development of these students / A evas?o escolar ? um fen?meno que acomete as institui??es de ensino, sejam elas p?blicas ou privadas. As a??es do governo diante da educa??o encontram-se desconectadas da realidade em problemas como abandono, repet?ncia ou mesmo na aprova??o, onde n?o se percebem as vari?veis que interferem no processo escolar do aluno. Esta pesquisa teve como finalidade conhecer as causas da evas?o no Curso T?cnico em Administra??o Empresarial e Marketing (CTADEM) do Col?gio Agr?cola Dom Agostinho Ikas (CODAI), no per?odo compreendido entre 2010 e 2013, conceituando a evas?o escolar e seus desdobramentos, mapeando as causas da evas?o escolar, destacando suas motiva??es sob o ponto de vista dos discentes e docentes, apresentando possibilidades de a??es que visem minimiz?-la. Para este intento utilizamos a metodologia qualitativa entrela?ado com a t?cnica de Estudo de Caso de car?ter explorat?rio. Utilizamos como instrumentos question?rios mistos com os discentes ingressos e evadidos e entrevistas semiestruturada com os docentes do CTADEM. Na an?lise das descobertas investigamos os motivos e raz?es que levam o aluno a se evadir, tratando das percep??es dos atores sociais compreendendo seus conceitos sobre evas?o, motiva??es da perman?ncia, buscando contribui??es que possam ser utilizadas visando a diminui??o da evas?o no CTADEM, seus limites e possibilidades, entrela?ados com os olhares dos te?ricos envolvidos nesta pesquisa. Nesse caminhar apreendemos uma realidade que aponta diversos aspectos, como problemas familiares, aspectos geogr?ficos, o despreparo oriundo do ensino m?dio, infraestrutura f?sica e ambiente escolar inadequados com as modernidades, dificultando uma melhor integra??o e qualidade de ensino, bem como necessidade de avalia??o do CTADEM pelos crit?rios atuais do MEC e reestrutura??o da grade curricular. Essas percep??es podem contribuir n?o apenas para que os docentes visem uma melhoria cont?nua de suas atividades, mas tamb?m auxiliar o CTADEM na busca de um melhor desempenho da institui??o como escola, construindo estrat?gias para o enfrentamento da evas?o escolar com poss?veis reflexos na qualidade de ensino, desenvolvimento educacional, social e econ?mico desses alunos

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-03T18:01:03Z No. of bitstreams: 1 2014 - Rosemary Frota Morenz.pdf: 1272579 bytes, checksum: 49d4b0cb0e7af993d75e4a4490ed8c28 (MD5) / Made available in DSpace on 2017-10-03T18:01:03Z (GMT). No. of bitstreams: 1 2014 - Rosemary Frota Morenz.pdf: 1272579 bytes, checksum: 49d4b0cb0e7af993d75e4a4490ed8c28 (MD5) Previous issue date: 2014-11-26 / The research had as a general objective analyzing the trajectory of the students from the Licenciatura em Ci?ncias Agr?colas (LICA) course from Universidade Federal Rural do Rio de Janeiro (UFRRJ), in the 1997 to 2006 period, as well as diagnosing how this trajectory is led towards the integration to the graduation course. The study aimed to characterize the profile of the referred student, with an emphasis in some indicators: sex, place of origin, school of origin, destination course after the transfer and others. The LICA course was chosen for this investigation mainly due to it being one of the first courses available in UFRRJ; other than its integrating profile, for being a graduation in the Agrarian Sciences area, consonant to the UFRRJ?s historical roots. The high rate of dropout closely linked to the internal transfer process stood out for the choice of the troublesomeness. The methodology used into the making of this project was based in: a) documental analysis, referring to official documents, such as: the LICA collegiate reunion records, memos and offices from UFRRJ and moreover, an analysis of the change proposals for the course according to MEC; b) bibliographic consult to articles, books, journals and research projects about the subject; c) interviews of qualitative character with professors from the LICA course from UFRRJ and d) auditing of quantitative data, done in the academics registry basis of the Divis?o de Registros Acad?micos (DRA) connected to the Pr?-Reitoria de Gradua??o of the institution. Through these procedures it was possible to identify the academic trajectory of the student in UFRRJ. The results obtained through the research show an intense flow from the LICA students, during their academic trajectory inside of the Institution. Other academic flows were observed, such as the return of the student who obtained a transfer from the LICA course to another courses at UFRRJ and the return of the aforementioned students to their origin course, LICA, be it utilizing themselves of the re-entrance process or another admittance test (at that time), which generate a inclusion of students into the cited course. These choices seemed to be adjoined mainly to social, economic, political and cultural aspects, besides others which may be part of the student?s universe. Parallel to the questions raised by multiple authors, a qualitative research was conducted, with the objective of obtaining a point of view from egressed teachers from the LICA course, valuing the lived experiences of these professionals in their working area. The resulting outcome gathered through the research characterized the academic flow from the LICA students, and demystified the statement that the LICA course is a trampoline course, used by students only to enroll in the University. The research also came to contribute to an evaluation of the academic mobility in UFRRJ and its variables. It also brought light upon the worry about the necessity of vocational orientation for these undergraduate students, in a way in which they can feel more secure towards their professional choices, evading then a longer permanence time in the Institution and going after meeting the real needs of the students. / A pesquisa teve como objetivo geral analisar a trajet?ria acad?mica dos estudantes do curso de Licenciatura em Ci?ncias Agr?colas (LICA) da Universidade Federal Rural do Rio de Janeiro (UFRRJ), no per?odo de 1997 a 2006, assim como diagnosticar como se d? esse movimento rumo ao processo de integraliza??o do curso de gradua??o. O estudo buscou caracterizar o perfil do referido estudante, com ?nfase em alguns indicadores: sexo, regi?o de origem, escola de origem e o curso de destino ap?s a transfer?ncia. A escolha do curso de LICA para esta investiga??o deu-se principalmente por ser um dos primeiros cursos da UFRRJ com perfil integrador e por ser uma licenciatura na ?rea de Ci?ncias Agr?rias, em conson?ncia com as ra?zes hist?ricas da UFRRJ. Destacou-se, ainda, para a escolha da problem?tica, o fato de o referido curso apresentar um alto ?ndice de evas?o, ligado principalmente ao processo de transfer?ncia interna. A metodologia utilizada para a realiza??o deste trabalho foi baseada em: a) an?lise documental, referente ? de documentos oficiais, tais como atas de reuni?es do colegiado do curso de LICA, memorandos e of?cios da UFRRJ e,ainda, an?lise das propostas de mudan?as acad?micas no curso, de acordo com o MEC; b) consulta bibliogr?fica em artigos, peri?dicos, livros e trabalhos de pesquisa referente ao assunto; c) aplica??o de entrevistas de car?ter qualitativo a docentes do curso de LICA da UFRRJ e d) levantamento de dados quantitativos, feitos na base de registros acad?micos da Divis?o de Registros Acad?micos (DRA), ligada ? Pr?-Reitoria de Gradua??o da Institui??o. Atrav?s destes procedimentos, foi poss?vel identificar a trajet?ria acad?mica do estudante na UFRRJ. Os resultados obtidos atrav?s da pesquisa demonstraram um intenso movimento dos estudantes de LICA, durante sua trajet?ria acad?mica dentro da Institui??o. Foram tamb?m observados outros movimentos acad?micos, como a volta do estudantede LICA, que obteve transfer?ncia interna para outro curso, ao seu curso de origem: seja utilizando o processo acad?mico de reingresso ou outro vestibular (? ?poca),o que gerou uma inclus?o de estudantes no referido curso.Esses movimentos pareceram ligados principalmentea aspectos sociais, econ?micos, pol?ticos e culturais, al?m de outros, que podem pertencer ao universo do estudante. Considerando esses aspectos e as quest?es levantadas por diversos autores, sobre o universo do estudante, realizou?se uma pesquisa qualitativa, com o objetivo de obter uma vis?o de professores egressos do curso de LICA, valorizando as experi?ncias vividas por esses profissionais na ?rea de atua??o. H? uma caracteriza??odo movimento acad?mico dos estudantes de LICA, dentro da institui??o que ajudam a desmistificar a afirma??o de que, o curso de LICA ? um curso trampolim, usado pelos estudantes apenas para ingressar na Universidade. A pesquisa veio tamb?m a contribuir,para uma avalia??o da mobilidade acad?mica na UFRRJ e suas vari?veis, no sentido de apontar para a necessidade de orienta??o vocacional desses graduandos, de forma que possam se sentir mais seguros em rela??o ?s suas escolhas profissionais, evitando assim um tempo maior de perman?ncia na institui??o e buscando atender aos reais interesses dos educandos.

Researchers across the globe have studied high school dropouts for decades and have identified various factors related to high school dropout rates. These factors have been found to be related to dropout rates among specific ethnic groups, including White, Asian, Black or African American, American Indian or Alaska Native, and Hispanic or Latino Origin high school students. However, the factors related to dropout rates among Native Hawaiian or Other Pacific Islander high school students in the U.S. mainland have not been studied. This study was completed to better understand the factors related to dropout rates among Native Hawaiian or Other Pacific Islander high school dropouts. The sample for this study was 13 males and 4 females that dropped out of high schools located in the Salt Lake and Utah counties in Utah. A qualitative analysis of the interview data indicated that peer-, personal-, family-, culture-, and school-related factors were associated with dropout rates among the Native Hawaiian and Other Pacific Islander high school dropouts in these two counties. The implications of these findings are explored.

This qualitative research study explores the correlation between socioeconomic status and factors of psychotherapy dropout among college students who have prematurely terminated therapy while attending college. Twelve female-identifying college students were interviewed in a semi-structured design. It was predicted that socioeconomic status moderates the impact of financial and logistical barriers to access, mental health stigma, and perceived lack of socioeconomic status competency among practitioners on the decision to leave therapy prematurely, such that these factors have an amplified effect for students coming from lower socioeconomic status backgrounds. Findings indicate that logistical barriers to access are experienced across the socioeconomic spectrum, but with low socioeconomic students having fewer treatment options and an additional step of securing external funding. Results pertaining to identity competency did not indicate a socioeconomic status moderation or the specific need for socioeconomic status competence. Stigma was not found to be related to dropout. Other results are discussed. Further research should apply the present findings and recommendations to intervention-based pilot programs to investigate ways in which dropout can be reduced.

This study’s purpose is to shed some light on providers perspective of Hispanics with mental health issues experience, explore providers experience, Hispanics reason for terminating treatment and review providers recommendation to maintain Hispanic individuals and families in treatment. Other studies have established that Hispanics disproportionately underutilize mental health services in comparison to other population. Assuming Hispanics continue to grow and maintain the majority minority in the region of focus in Southern California where the study was conducted, then the finding in this study may serve to improve both Hispanics access to services and agencies and providers improving services to this population. Furthermore, the study can be utilized by other interns, social worker and professionals alike as a form of an in-service on Hispanics perspective of mental health and how to overcome some of the barriers when servicing this population. This qualitative study used individual interviews as a resource to shed some light on themes from the perspective of a variety of mental health providers. Individual interviews were audio recorded via a digital recorder then transcribed to a Word file. A variety of themes on the subject matter emerged from participants responses.

abstract: The growing demand for high performance and power hungry portable electronic devices has resulted in alarmingly serious thermal concerns in recent times. The power management system of such devices has thus become increasingly more vital. An integral component of this system is a Low-Dropout Regulator (LDO) which inherently generates a low-noise power supply. Such power supplies are crucial for noise sensitive analog blocks like analog-to-digital converters, phase locked loops, radio-frequency circuits, etc. At higher output power however, a single LDO suffers from increased heat dissipation leading to thermal issues. This research presents a novel approach to equally and accurately share a large output load current across multiple parallel LDOs to spread the dissipated heat uniformly. The proposed techniques to achieve a high load sharing accuracy of 1% include an innovative fully-integrated accurate current sensing technique based on Dynamic Element Matching and an integrator based servo loop with a low offset feedback amplifier. A novel compensation scheme based on a switched capacitor resistor is referenced to address the high 2A output current specification per LDO across an output voltage range of 1V to 3V. The presented scheme also reduces stringent requirements on off-chip board traces and number of off-chip components thereby making it suitable for portable hand-held systems. The proposed approach can theoretically be extended to any number of parallel LDOs increasing the output current range extensively. The designed load sharing LDO features fast transient response for a low quiescent current consumption of 300µA with a power-supply rejection of 60.7dB at DC. The proposed load sharing technique is verified through extensive simulations for various sources and ranges of mismatch across process, voltage and temperature. / Dissertation/Thesis / Masters Thesis Electrical Engineering 2017

Utilization of a large, diverse sample provided a rare opportunity to advance our understanding of gender, race, and socioeconomic differences in school-based problem behavior. Yearly assessment of discipline referrals and suspensions received within the school context from 5th- through 11th-grade, as well as assessment of school dropout, provided an opportunity to examine these issues through an extended prospective longitudinal design. Results highlight the middle school transition as a time when discipline referrals and suspensions increase markedly, while student reports of connections to others, motivation, and optimism decline sharply. Results indicate that boys, African-American students, and students from low socioeconomic status backgrounds report lower levels of connections to others, motivation, and optimism in 5th-grade. Boys, African-American students, and students from low socioeconomic status backgrounds also receive more discipline referrals and suspensions from 5th-grade onward and are more likely to experience dropout. However, regardless of demographic group membership, students who report stronger connections to others, motivation, and optimism in 5th-grade receive fewer referrals and suspensions from 5th- through 11th grade, and are much less likely to dropout of school than are students who report lower levels of connections, motivation, and optimism in 5th-grade. These results highlight the need to address students' sharp declines in functioning across the middle school transition through both ecological and person-centered prevention and school restructuring efforts. Results also highlight the utility of movement away from a static, demographic based understanding of problem behavior toward a clearer understanding of person and environment factors that may underlie both between and within demographic group differences in outcomes. Placing emphasis upon factors that are potentially amenable through school based prevention efforts considerably increases the likelihood that all of our nation's children are provided with equal opportunity to achieve their fullest potential.