Retention and Attrition in a Home Visiting Programme: Looking Back and Moving Forward

Autor/inn/en	Fifolt, Matthew; Lanzi, Robin G.; Johns, Elisabeth; Strichik, Tracye; Preskitt, Julie
Titel	Retention and Attrition in a Home Visiting Programme: Looking Back and Moving Forward
Quelle	In: Early Child Development and Care, 187 (2017) 11, S.1782-1794 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1189420
Schlagwörter	Home Visits; Early Childhood Education; Focus Groups; Family Characteristics; Dropout Attitudes; Dropout Characteristics; Persistence; Withdrawal (Education); Mixed Methods Research; Predictor Variables; Proximity; Geographic Location; Agency Role; Professional Identity; Community Resources; Familiarity; Alabama + Suchen Sie Ihr Suchwort? Hausbesuch; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausdauer; Kursabbruch; Prädiktor; Lebensnähe
Abstract	Objective: The purpose of this study was to investigate retention and attrition in First Teacher, Alabama's Maternal, Infant, and Early Childhood Home Visiting (MIECHV) programme. Methods: Secondary data analysis was used to identify families that were most likely to leave through attrition; focus groups were conducted to discuss potential reasons for choosing to leave or stay in the programme. Results: Participants who were pregnant and under the age of 21 years were nearly eight times more likely to leave the programme than their peers. Focus group participants confirmed that it was frequently the relationship with their home visitor that influenced their decision to stay in the programme rather than leave. Conclusion: Based on social exchange theory, investigators observed that home visitors who seemed most successful at building and maintaining relationships with their clientele were women who expanded participant networks through an exchange of information and access to community resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01