No description available.

No description available.

No description available.

No description available.

No description available.

The purpose of this study was to examine the impact of retention on the academic performance of students retained in the third and fifth grade during the 1985-86 school year. A follow up study was used to analyze changes in academic test results. Another purpose was to interview teachers who had retained students and teachers who had taught the children the next school year to determine what changes occurred in instructional practices. Forty retained students of Northeast Tennessee were matched according to sex and similar scaled scores on the Stanford Achievement Test. Scores were compared by grade and by year from 1986 through 1989. An interview guide was used to collect responses from teachers. Answers were categorized according to physical, social, academic, behavioral, emotional, programmatic and, instructional factors that were common to retained students. Findings indicated there were no statistically significant differences in test scores for students who had been retained, verses students who had been promoted two years after the retention occurred. Findings also indicated minimal programmatic interventions were conducted for students during the second year in the same grade. The primary factors teachers listed for causing students to be retained were lack of academic performance in the regular classroom and lack of listening and attention skills. Most teachers relied upon physical, social, and behavioral maturity to aid students in their academic success, rather than different instructional interventions.

The purpose of this study was to investigate effective ways of providing educational services for at-risk students who are repeatedly placed out of the regular classroom into an alternative school. Characteristics of both settings were investigated in terms of meeting student needs to determine what ingredients might be missing from either or both settings that should be implemented to help these students succeed. The research was qualitative and used a case study design. Primary data were gathered from interviews with five students placed in an alternative school setting and interviews with teachers and administrators in both the regular school and the alternative school. Cumulative student records were also used. The researcher concluded that students who are repeatedly placed in the alternative program are a very small percentage in each school; however, there is a need for better resources in both the regular and alternative programs to meet the needs of these students. Key ingredients are better communication between the two settings and a better understanding of the role of the alternative program in serving these students. There is also a need for transition planning and follow-up with students who are not finding success when placed back in the regular classroom and are being pulled back and forth between the two programs.

I detta examensarbete vill författarna undersöka vad lärare på kommunala gymnasieskolor i två städer anser om studie- och yrkesvägledarnas yrkesroll. Författarna vill ta reda på vad lärarna anser i frågor om samarbetet och om de anser att det är en nödvändighet att gymnasieskolor har studie- och yrkesvägledare. Studie- och yrkesvägledarutbildningen är en treårig utbildning (180hp) men hur många lärare vet i själva verket det?  Författarna har använt sig av en kvantitativ metod med enkäter, för att få en sådan bred bild som möjligt av lärarnas kunskaper och åsikter. Sammanlagt sextio enkäter har postats och personligen delats ut, trettio stycken i vardera stad. Således tio stycken enkäter till lärare på tre kommunala gymnasieskolor. Femtiotvå enkäter inkom. Resultatet visade att samtliga respondenter anser att det är en nödvändighet att gymnasieskolor har en studie- och yrkesvägledare. De anser att studie- och yrkesvägledning främst är viktig för eleverna. Majoriteten av respondenterna ansåg att en studie- och yrkesvägledare bör vara behörig och således ha en adekvat utbildning. De flesta respondenterna ansåg att ett samarbete mellan lärare och studie- och yrkesvägledaren snarare är viktigt än mycket viktigt. Här beskrev respondenterna ord som kommunikation, tillgänglighet, information och studie- och yrkesvägledaren som ett bollplank, vid frågan om hur ett bra samarbete ser ut. Trettio av respondenterna trodde en treårig universitetsutbildning krävdes för att bli en behörig studie- och yrkesvägledare. Åtta respondenter svarade en tvåårig utbildning, och tretton svarade att de inte visste vilken utbildning som krävdes. Resultatet har sammanställts med hjälp av tabeller för att sedan analyserats. Resultatet har även jämförts med styrdokument (som skollagen) och tidigare forskning av samarbete mellan lärare och studie- och yrkesvägledare samt studie- och yrkesvägledarens funktion och arbetsuppgifter i gymnasieskolan. Författarnas intention är att undersökningen eventuellt även kan ligga till grund för ett vidare samarbete mellan lärarutbildningen och studie- och yrkesvägledarutbildningarna. / In this thesis, the authors examine what teachers at local high schools think about guidance counselors professionally. The authors would like to find out what teachers consider the issues of cooperation and if they believe it is essential that high schools have guidance counselors. The education to become a guidance, counselor is a three-year university education to 180 credits, but how many teachers know that in fact? The authors have used a quantitative method with questionnaires, in order to get such a broad picture of teachers' knowledge and opinions. A total of sixty questionnaires were mailed and personally distributed, then thirty in each city. Thus, ten questionnaires to teachers at three local high schools. Fifty-two questionnaires were received. The results showed that all respondents believe it is essential that high schools have a guidance counselor. They believe that guidance is primarily important for the students. The majority of respondents felt that guidance counselors should be competent and therefore have an adequate education. Most respondents felt that collaboration between teachers and guidance counselors is more important than very important. Here describe the respondents’ words as communication, accessibility, information and for knowledge exchange, at the question of how a good collaboration looks like. Thirty of the respondents thought that a three-year university education required to become a competent guidance counselor. Eight respondents answered that a two-year university education was needed, and thirteen replied that they did not know what training was required. The results have been compiled with the help of tables and then analyzed. The result has also been compared with the policy-documents (like the education act) and also previous research of collaboration between teachers and guidance counselors, as well as the function and job- assignments of guidance counselors in high schools.   The study may also be the basis for a possible further cooperation between the education for teachers and guidance counselors.

No description available.

No description available.