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This diploma thesis discusses the issue of truancy of the primary schools' pupils in the region Ústí nad Labem from the socio-pedagogical point of view. The theoretical part is divided into eight chapters. In the introduction, there are definitions of social pedagogy, schools, compulsory school attendance and truancy. After this, thesis describes division, causes and factors which influence truancy. The thesis also discusses the school environment, family environment, peer groups, prevention and ways of dealing with truancy. In practical part, there are case studies of ten families presented in which their children dealt with truancy. The analysis of case studies is focused on identifying some factors in the families that influenced the truancy and the common way how to deal with it in Ústí nad Labem, the success of interventions and present situation. Subsequently, recommendations for practice were made.

Public schools have used varying school configurations for middle grades-typically K-8 or traditional middle school arrangements-to improve students' academic outcomes. A small Northeastern school district was experiencing problems with student achievement, suspensions, and truancy, and was considering school configuration as a potential method of improving student performance. The purpose of this quantitative study was to explore the associations between school configuration and student achievement, suspensions, and truancy. Erikson's psychosocial theory of development and Dickinson's middle school philosophy guided this study since both address the needs of adolescents. Five years of archival data were collected from 2 demographically comparable Northeast school districts: one with K-8 schools and one with a traditional middle school configuration. Student sample sizes for each of the 5 years ranged from 1,841 to 2,076. Chi-square analyses for each year of data were used to examine the associations between configuration (elemiddle/middle) and the 4 independent variables: math achievement (proficient/not proficient), reading achievement (proficient/not proficient), suspensions (suspended/not suspended), and truancy (truant/not truant). Key results yielded statistically significant associations in certain years for each independent variable. The K-8 school students had higher achievement in math 3 of the 5 years and in reading for 2 of the 5 years. This group also had a lower percentage of truancy 4 of the 5 years, but a greater proportion of suspensions 4 of the 5 years. Results of this study can influence positive social change as district administrators can use the data to guide their decisions regarding which school configuration is most beneficial for middle school aged students.

Thesis (Ph.D.)--Indiana University, 2008. / Title from screen (viewed on August 27, 2009). Department of DEPT, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Margaret Adamek, William H. Barton, David Westhuis, G. Roger Jarjoura, Jeffrey Anderson. Includes vita. Includes bibliographical references (leaves 161-184).

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Submitted by Jordan (jordanbiblio@gmail.com) on 2018-08-02T14:52:59Z No. of bitstreams: 1 DISS_2015_Marcos André da Silva.pdf: 1528859 bytes, checksum: fdbe54cfe20c6e1a1f49495dd6b6d9a1 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2018-08-21T14:39:46Z (GMT) No. of bitstreams: 1 DISS_2015_Marcos André da Silva.pdf: 1528859 bytes, checksum: fdbe54cfe20c6e1a1f49495dd6b6d9a1 (MD5) / Made available in DSpace on 2018-08-21T14:39:46Z (GMT). No. of bitstreams: 1 DISS_2015_Marcos André da Silva.pdf: 1528859 bytes, checksum: fdbe54cfe20c6e1a1f49495dd6b6d9a1 (MD5) Previous issue date: 2015-08-13 / O Programa Nacional de Acesso ao Ensino Técnico e Emprego (PRONATEC) foi criado com o objetivo de democratizar e expandir a educação profissional e técnica e ampliar as vagas de oferta a qualquer cidadão, oferecendo cursos de qualificação gratuitos e de qualidade para a população brasileira, principalmente àqueles que se encontram em situação de vulnerabilidade social. Este Programa, criado pelo Governo Federal propõe o aumento do número de vagas e bolsas de estudo para estudantes e trabalhadores, dando prioridade para alunos que tenham cursado o Ensino Médio na rede pública ou como bolsista integral da rede particular. No que diz respeito aos trabalhadores, apesar de saberem da necessidade de realizarem capacitações, nem sempre buscam para si esse aprendizado devido a diferentes fatores que vão desde os políticos, educacionais ou particulares. A falta de preparo para o atual mercado de trabalho, além de dificultar para o próprio trabalhador a conquista de um bom emprego, gera para o setor empresarial perdas, por estarem necessitando de mão de obra especializada e não conseguir um profissional qualificado que atenda as exigências do atual mercado. Por outro lado, o que se tem verificado in loco é que a evasão escolar tem ocorrido com um índice bastante significativo nos cursos do PRONATEC, principalmente aqueles ofertados na modalidade FIC. Este trabalho tem como objeto de estudo, analisar especificamente o problema da evasão escolar nos cursos de Formação Inicial e Continuada (FIC), ofertados pelo Instituto Federal de Educação, Ciência e Tecnologia - IFMT - Campus Cuiabá Cel. Octayde Jorge da Silva no ano de 2013. Procurou-se identificar as principais causas de abandono do ensino pelo estudante, saber o que a escola fez para reversão do quadro e, ao mesmo tempo, apresentar propostas para a permanência e continuidade de estudos para a promoção e mobilidade social dos estudantes do curso. A pesquisa se configura como qualitativa e quantitativa, tendo como instrumento de coleta de dados a análise de documentos referentes ao Programa e a aplicação de questionários e entrevistas individuais semiestruturadas a gestores, professores e alunos dos 6 (seis) cursos ofertados nesse ano, visando contribuir para análises referentes ao PRONATEC. Os resultados mostraram de maneira bastante clara que as causas da evasão são variadas, concorrentes e não exclusivas. Dessa forma, há que se propor políticas concretas para diminuição deste problema, tanto pelo Governo como pela Instituição de ensino. / The National Program for Access to Technical Education and Employment (PRONATEC) was created in order to democratize and expand vocational and technical education to all citizens by offering free training courses and quality for the Brazilian population, especially those who are in vulnerable social. This program, created by the Federal Government proposes to increase the number of places and scholarships to interested parties, giving priority to students who have completed Mediun Teach in the public or as a full scholarship from the private network. With regard to workers, although aware of the need to conduct training, not always seek for themselves that learning due to different factors ranging from the political, educational as individuals. The lack of preparation for the current labor market, make it more difficult for the worker himself the conquest of a good job, generates for the business sector losses, because they are in need of skilled labor and not getting a qualified professional that meets the requirements the current market. On the other side, what has been observed on the ground is that truancy has occurred at a very significant rate in PRONATEC courses, especially in the FIC mode. This work has as object of study, specifically at the problem of truancy in the courses of Initial and Continuing (FIC) of this Program, offered by the Federal Institute of Education, Science and Technology - IFMT - Campus Cuiabá Cel. Octayde Jorge da Silva in 2013. We sought to identify the main causes of abandonment of education by the student, knowing what the school has done to reverse the state and at the same time, submit proposals for the permanence and continuity of studies for the promotion and social mobility of students of the course. The research is configured as Qualitative and Quantitative, with the application questionnaire and semi-structured individual interviews with managers, teachers and students of six (6) courses offered this year, aiming to contribute to analysis for the PRONATEC. It has become clear that the causes of dropout are varied, competitors and non-exclusive. It must propose concrete policies to decrease this problem.

This research, linked to the Research Line School Practice and Public Policy, the PPGE / UFSM has research problem that arises in the context of a school of elementary education, secondary education, in which the researcher operates. This is associated with higher dropout rates and is stated as: which one (s) cause (s) of school dropout, high school, the State Institute of Education Vicente Dutra? The purpose of this research is to investigate and discuss possible causes of this avoidance, with students outside school as well as identify resizes to help address this problem. In terms of theoretical and methodological routing, this can be construed as qualitative research, the case study, using instruments like a questionnaire and a semi-structured interview. The research subjects were students who escaped the school and who did not return. In analyzing the results, we opted to content analysis. Identified causes, research, to escape, were summarized in three categories: 1) comply with programs, 2) Interest: make sense to be in school and 3) curriculum naturalized. The theoretical sought to involve authors in the area on the environment of primary schools with regard to the constitution in this space and time, the influence of the curriculum in this constitution, as well as production has already started work on truancy and the support of authors who argue that under the approach exclusion rather than academic failure. / Esta pesquisa, vinculada à Linha de Pesquisa Práticas Escolares e Políticas Públicas, do PPGE/UFSM, tem problema de investigação que surge no âmbito de uma escola de educação básica, nível médio, em que a pesquisadora atua. Este está associado aos altos índices de evasão e foi enunciado como: qual (is) causa(s) da evasão escolar, no ensino médio, do Instituto Estadual de Educação Vicente Dutra? O objetivo da pesquisa consiste em investigar e discutir possíveis causas desta evasão, junto a estudantes evadidos, bem como identificar redimensionamentos que contribuam para enfrentar este problema. Em termos de encaminhamento teórico-metodológico, esta investigação se configura como qualitativa, do tipo estudo de caso, utilizando-se como instrumentos um questionário e uma entrevista semiestruturada. Dentre os referenciais utilizados, destacam-se Freire, Sacristán, Braverman, Arroyo e Abramowicz e Del Pino. Os sujeitos da pesquisa foram estudantes que evadiram desta escola e que não retornaram. Na análise dos resultados, optou-se pela análise de conteúdo. Causas identificadas, na pesquisa, para a evasão, foram sintetizadas em três categorias: 1) Cumprir programas, 2) Interesse: fazer sentido estar na escola e 3) Currículo naturalizado.

This research examines agency data for participants in a truancy intervention program. Previous literature provides mostly descriptive information and fails to examine the effects of truancy intervention efforts. The analysis provides a profile of truant participants referred to the program and factors that correlate to successful completion of the program requirements. The results will be applicable to the study program as evaluation research and will be generalized for application to other truancy programs. Directions for future truancy research will be suggested based on the need to continue to evaluate truancy reduction efforts.

Teachers are the motivating force and role models for many learners in our schools around the country. They take on the role of teacher, parent, diplomat, doctor, police officer, confidant, nanny, disciplinarian and moral compass, among other roles. They are vilified and slated in our media and are often the scapegoats for perceived ills, real or otherwise, found in our schools, to the detriment of the image of the profession. This is especially true where teachers and schools do not have a clear direction and clarity on what their duty of care is as regards truancy, safety and the pastoral role towards learners in our schools. Legislation provides a legal framework for this study, starting with the Constitution of the Republic of South Africa, and the legal dimensions include the Bill of Rights, various legislative Acts, common law and case law, with terms such as the in loco parentis principle also included, which govern the teacher’s duty of care for learners. The duty of care places an obligation on the teacher in a legal sense through the duty imposed by law, and in the professional sense through the expectation placed on the teacher through the employment contract that the teacher has with the Department of Basic Education. The literature suggests that truancy of learners has many causes and that teachers could be a contributing factor to the causes. Several contributions have been made regarding safety and discipline of learners in schools in South Africa. However, not much appears to have been done in this country to determine the causes of truancy and whether teachers have an influence on its occurrence in schools. The relevant literature further suggests that the social aspects that influence truancy are not clear. The question arises whether teachers should interrogate the social aspects to determine their influence on a case of truancy. The purpose of this study was therefore to determine the legal interpretation of the teachers’ duty of care with regard to truancy of learners. A qualitative approach was used for the study. Semi-structured interviews were conducted at schools and with a lawyer and a judge to determine how they view this duty of care in schools, whether pastoral care is practised, and if teachers realise the extent of the law as regards negligence, and their duty as regards truancy especially. The interpretive paradigm would, through the semi-structured interviews, reveal how schools view the duty of care and pastoral care, as well as truancy in schools. The main causes and the extent of truancy in schools, the guidance and support that teachers can expect from the Department of Education to fulfil the seven duties or roles that are expected from teachers in the National Education Policy Act (1996), as well as the common-law duty of in loco parentis, would become clearer. The interviews provided data that no person is above the law and that ignorance of the law is no excuse. The study could be helpful to schools, the Department of Education and universities that train teachers, to include more training on specific issues and case studies involving education law and the duties of teachers, from both a legal and a professional perspective. The Department of Basic Education could find it helpful in monitoring and control at schools about matters involving discipline, safety and care of learners, and the duties of teachers at schools. Although teachers may know something about the duty of care or have heard about it, they are in the dark regarding the interpretation of the legal requirements and the repercussions that could flow from that duty. The second conclusion is that pastoral care appears to be doing well in schools although teachers are under pressure with the implementation of the new syllabus. The third conclusion is that truancy is rife in high schools and that two of the causes, drugs and pregnancy, are chiefly to blame for it and must be addressed. Fourthly, the social structure and the environment in the family should be looked into to try to reduce truancy. The study provides a legal interpretation of the teacher’s duty of care owed to learners, specifically regarding truancy and its causes. It will mean making a contribution to the body of knowledge that will include, but not be limited to, the insight gained by a look into the life world of the teacher regarding learner truancy, as well as taking a factual journey through the courts, discussing cases brought before them. # Onderwysers dien as rolmodelle en bron van motivering vir baie leerders in ons skole landwyd. Hulle vervul die rol van onderwyser, ouer, diplomaat, dokter, polisiebeampte, vertroueling, kinderoppasser, tugmeester en morele kompas, om maar ʼn paar te noem. Hulle word dikwels in die media swart gesmeer, gekritiseer en as sondebokke voorgehou vir gewaande of werklike ongerymdhede wat in ons skole plaasvind, baie keer tot nadeel van die beeld van die beroep. Dit kom veral voor wanneer onderwysers en skole nie duidelike leiding het oor wat hulle sorgsaamheidsplig is rakende stokkiesdraai, veiligheid en hul pastorale rol teenoor leerders in ons skole nie. Wetgewing voorsien ʼn regsraamwerk vir hierdie studie. Dit begin by die Grondwet van die Republiek van Suid Afrika wat die Handves van Menseregte omvat, en sluit in verskillende ander wette sowel as die gemene en regspraak. Die wetgewing inkorporeer konsepte soos die in loco parentisbeginsel, wat die sorgsaamheidsplig van onderwysers jeens leerders omskryf. Die sorgsaamheidsplig plaas ‘n regsverpligting op die onderwyser kragtens die wetgewing, tesame met die beroepsvereistes van die dienskontrak met die Departement van Basiese Onderwys. Die literatuur dui daarop dat daar talle redes is waarom leerders stokkies draai en dat onderwysers moontlik ‘n bydraende faktor kan wees. Verskeie bydraes is gelewer ten opsigte van die veiligheid en dissipline van leerders in skole in Suid-Afrika. Dit wil egter voorkom asof daar nog nie veel in die land nagevors is om die oorsake van stokkiesdraaiery te bepaal en of onderwysers ‘n invloed op die voorkoms daarvan in skole het nie. Die betrokke literatuur dui verder daarop dat die sosiale aspekte wat stokkiesdraaiery beїnvloed, nie duidelik is nie. Die vraag ontstaan nou of onderwysers sosiale aspekte moet ondersoek om hulle invloed op ‘n stokkiesdraai-geval te bepaal. Die doel van die studie was om die wetlike interpretasie van die sorgsaamheidsplig van onderwysers teenoor leerders wat stokkiesdraai, te ondersoek. ‘n Kwalitatiewe benadering is gebruik vir hierdie studie. Semi-gestruktureerde onderhoude is gevoer by skole en met ‘n regsgeleerde en ‘n regter om te bepaal wat hulle opvatting van die sorgsaamheidsplig in skole is, of pastorale sorg toegepas word en of onderwysers besef wat is die omvang van die wet ten opsigte van nalatigheid en spesifiek hulle plig ten opsigte van stokkiesdraaiery. Hierdie interpretatiewe paradigma bepaal, deur middel van die semi-gestruktureerde onderhoude, wat skole se opvattings van die sorgsaamheidsplig en pastorale sorg is, en ook jeens stokkiesdraaiery in skole. Dit kan ook lig werp op watter leiding en ondersteuning onderwysers van die Onderwysdepartement kan verwag om die sewe pligte of rolle van onderwysers wat in die Wet op Nasionale Onderwysbeleid (1996) omskryf word, te kan vervul, asook die gemeneregsplig van in loco parentis. Die onderhoude lewer ook data op wat aantoon dat geen mens bo die reg verhewe is nie en dat onkunde aangaande die reg nie ‘n verskoning is nie. Hierdie studie behoort nuttig te wees vir skole, die Onderwysdepartement en universiteite wat onderwysers oplei, om meer opleiding te verskaf oor spesifieke aspekte en gevallestudies aangaande onderwysreg en die pligte van opvoeders vanuit beide ʼn regsoogpunt en ʼn professionele oogpunt. Die Departement van Basiese Onderwys kan dit nuttig vind in monitering en beheer by skole met betrekking tot dissipline, veiligheid en sorg van leerders, en die pligte van onderwysers by skole. Dit blyk dat, alhoewel onderwysers moontlik iets weet of al gehoor het van die sorgsaamheidsplig, hulle min weet van die wetlike vereiste en die uitwerking daarvan op die plig. Die tweede gevolgtrekking is dat pastorale sorg in skole oënskynlik goed toegepas word alhoewel onderwysers onder druk verkeer met die uitvoering van die nuwe kurrikulum. Die derde gevolgtrekking is dat stokkiesdraaiery algemeen voorkom in die hoërskool en dat dwelms en swangerskap twee hoofoorsake is wat aandag moet kry. Vierdens, moet die sosiale struktuur en die gesinsomgewing ondersoek word om stokkiesdraaiery te probeer verminder. Hierdie studie verskaf ‘n wetlike vertolking van die sorgsaamheidsplig van onderwysers teenoor leerders, spesifiek rakende stokkiesdraai en die oorsake daarvan. Dit lewer ook ‘n bydrae tot die korpus van kennis, onder meer oor die insigte wat die ondersoek verleen in die lewenswêreld van die onderwyser teenoor leerders wat stokkies draai. Ten slotte onderneem dit ‘n feitlike reis deur sommige hofsake oor hierdie kwessie. / Thesis (PhD)--University of Pretoria, 2013. / lk2014 / Education Management and Policy Studies / PhD / Unrestricted

The aim of the diploma thesis is to find out the occurrence and the main causes of pupils' truancy at secondary school and the overall description of this negative phenomenon. The thesis is a case study of a particular secondary school. The name of the secondary school is not mentioned in the thesis for ethical reasons. The diploma thesis is of a theoretical- empirical character. The thesis describes truancy as a socially pathological phenomenon and its definition is not missing here. The causes and factors of truancy are also mentioned in the theoretical part. The legislative framework, the solution of the truancy problem and mainly the prevention, which is a part of the thesis, are not left out. The methods of a questionnaire and interview were used in the empirical part of the thesis. In the empirical part there is a subsequent evaluation, analysis and evaluation of the overall situation of the truancy occurrence at a particular secondary school. The research respondents were both pupils and teachers of the relevant secondary school.