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Currently, attendance issues are prevalent in academic settings. When students do not attend school, it has an effect on their education and on the community at large. This study looked at the issue of truancy at the Early Years level and focused on studying one possible solution: the Walking School Bus Program. In this program two Community Outreach Workers were hired to walk students with attendance issues to school on a daily basis. A qualitative study was completed to obtain the perspectives of key individuals involved in the Walking School Bus program.

The body of literature investigating spectator attendance in sports has developed using various forms of regression with secondary data, leading to a series of fairly consistent findings. The aggregate secondary data that has been used in these studies, which has been effective in developing this body of knowledge, is inherently limited in its ability to explain the most basic element of the attendance issue: how individual consumers choose whether or not to attend a game. The objective of this research is to provide these consumer-level insights, specifically for games in the Canadian Football League, by utilizing a discrete choice methodology. This study generates primary data from actual consumers, while incorporating many of the standard demand determinants. The results of this study show that while the quality of both participating teams are significant predictors of demand, their relative quality is not; contradicting the uncertainty of outcomes hypothesis.

Currently, attendance issues are prevalent in academic settings. When students do not attend school, it has an effect on their education and on the community at large. This study looked at the issue of truancy at the Early Years level and focused on studying one possible solution: the Walking School Bus Program. In this program two Community Outreach Workers were hired to walk students with attendance issues to school on a daily basis. A qualitative study was completed to obtain the perspectives of key individuals involved in the Walking School Bus program.

The overall aim of this study was to ascertain the nature of the differences that exist, in selected aspects, between two groups of pupils, viz. regular attenders and persistent absentees. More specifically, the research was designed to furnish information on the following issues : a) The incidence of absenteeism and truancy in Tongaat. b) The home and familial circumstances of regular attenders and persistent absentees. c) An examination of the differences, if any, between poor and good attenders with regard to maladaptive behaviour. d) The role of the school and school-related factors as contributors to absenteeism and truancy. e) The different conceptions that regular attenders and persistent absentees may have of the future. f) The reasons offered by teachers for pupil absenteeism. The sample (N = 153 pupils) was randomly selected from a list of five secondary schools in the Tongaat area. Pupils responded to a four-part Pupil's Perception Questionnaire (PPQ) designed to gather data relating to the home and familial circumstances, maladaptive forms of behaviour, the school and school-related matters and the pupils' perceptions of their future. In-depth interviews were also held with parents of the children in the sample. Teachers (N=116) were asked to offer what they saw as the more important reasons for the absence or regular attendance of the pupils. The major findings of the study were as follows: 1. The majority of absentees fall into the age category 15-16 years. Girls were often absent with the full knowledge and encouragement of their parents while the opposite was generally true for boys. 2. Absentee rates are not consistent throughout the year. Higher figures were recorded on a Monday and a Friday(days which coincided with the week-end) and on test days. 3. Poverty, parental ill-health, parental unemployment, single parent problems and alcohol abuse featured prominently in the lives of poor attenders. 4. Positive attitudes towards education on the part of parents generated similar attitudes in their children. In general, the converse was also true. 5. Poor parent-child relationships and a lack of communication with parents often resulted in ill-disciplined children who were frequently absent from school. On the other hand, children whose parents took a keen interest in their progress and welfare attended school more regularly. 6. Poor attenders showed greater alienation from the school and the values it represented than did good attenders. 7. Poor attenders highlighted characteristics of teachers' personalities that influenced them to be absent from school while good attenders highlighted those characteristics that encouraged them to attend school. 8. Persistent absentees tended to have poorer relationships with teachers compared to good attenders. 9. Troublesomeness in class was a reliable indicator of absenteeism and truancy amongst pupils. 10. Career aspirations of persistent absentees tended to be lower than that of regular attenders. 11. The curriculum, perceived by some children as irrelevant to their needs, was blamed for generating boredom and frustration. These, in turn, contributed to their absence from school or even dropping out. Evidence from various sources show that early detection and the proper treatment of absentees can produce positive results and thereby save the individual and society much unhappiness and wastage.lt is against this background that several recommendations are made. Schools, teachers and parents (individually and collectively) can do a great deal to curb absenteeism amongst pupils. It is vital for all interested parties to create a warm, accepting and congenial climate both in the home and school situation. / Thesis (M.Ed.)-University of Durban-Westville, 1995.

Taking attendance in classes having large numbers of students is a time consuming task. Most teachers would rather not do so in order to increase instruction time. An alternative way for taking attendance is developed in this project.This thesis describes a Four-Station-Microcomputer-Based Student Logger (FSAL) device designed and constructed for solving this problem. With this portable device, four students can input their identification codes at the same time. Approximately ten seconds per student is needed to register their attendance. In this manner, a class of one-hundred students could indicate their attendance in less than five minutes.Presented herein is the background information about the microcomputer, the hardware design and the software developed for the FSAL device. This device is located in Department of Physics and Astronomy and is planned to be used in the courses ASTRO 100 and PHYCS 100. / Department of Physics and Astronomy

The purpose of the study was to determine what relationship, if any, existed between student absence from school and student performance on standardized achievement tests. The study was designed to provide statistical data for educators and others interested in efforts to improve public education.Subjects of the study were students from a large school district in northern Indiana. Students included in the study were selected from those enrolled in the identified school corporation four consecutive years, from 1983-84 (grade 2) through 1986-87 (grade 5). A one-third representative sample of 500 subjects was selected from the total eligible population of 1,505 studentsData collected regarding the subjects of the study included sex, race, IQ scores, percentile ranks from subtest scores on the Iowa Test of Basic Skills and the California Achievement Test for grades 2 and 3 and grades 4 and 5 respectively, and the total number of days absent from school for the school years 1983-84 through 1986-87.Achievement subtest scores were converted from percentile ranks to normalized standard deviation zscores. Absence rates were also converted to z-scores for statistical comparison.The hypothesis stated in null form was: No relationship exists between student absence from school and student performance on standardized achievement tests at the elementary school level. Path analysis, or causal analysis, a special application of regression analysis, was the technique used to test the hypothesis. Achievement test performance was predicted from a weighted combination of independent variables and control variables. Predicted achievement test performance was compared to observed achievement test performance to determine whether absence could account for any variation between the two scores.Small but significant relationships were identified in simple correlations pertaining to the data for grade 5. The significant correlations were not maintained, however, when all control variables were computed into the regression analysis equation. The null hypothesis was not rejected. / Department of Educational Administration and Supervision

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Feb. 22, 2008). PDF text: 107 p. : ill. ; 813 K. UMI publication number: AAT 3275063. Includes bibliographical references. Also available in microfilm and microfiche formats.