Study of Returning Students, Part 2: The Attitudes of Principals, Guidance Counsellors, Teachers and Students to Returning Students. Report Number 149.

Autor/inn/en	Cheng, Maisy; Larter, Sylvia
Institution	Toronto Board of Education (Ontario). Research Dept.
Titel	Study of Returning Students, Part 2: The Attitudes of Principals, Guidance Counsellors, Teachers and Students to Returning Students. Report Number 149.
Quelle	(1979), (89 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Attendance; Attitudes; Comparative Analysis; Dropouts; Followup Studies; Foreign Countries; Principals; Reentry Students; Responses; School Counselors; Secondary Education; Secondary School Students; Student School Relationship; Teacher Attitudes; Youth Problems; Canada; Canada (Toronto) + Suchen Sie Ihr Suchwort? Anwesenheit; Attitude; Einstellung; Verhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Follow-up studies; Kontaktstudium; Ausland; Principal; Schulleiter; Zweiter Bildungsweg; School counselor; Beratungslehrer; Pädagogischer Berater; Sekundarbereich; Sekundarschüler; Schüler-Lehrer-Beziehung; Lehrerverhalten; Kanada
Abstract	This second of three reports on a study of returning students attending Toronto Secondary Schools during the 1977-78 academic year describes the attitudes of principals, vice-principals, guidance counselors, teachers, and regular students toward returning students on the following issues: (1) the best educational setting for returnees; (2) the reasons students return to school; (3) the problems students have on returning to school; (4) the problems the schools create for returnees; (5) the problems returnees create for the schools; (6) the solutions to the problems which exist; and (7) characteristics of returning students. A sample of 229 students and 348 administrative and teaching staff from the Toronto Secondary Schools participated in this survey, which collected data through two sets of questionnaires, one for students and another for staff. The responses of the students are presented in the first half of the findings, while those of the school personnel are reported in the latter half. Highlights of these findings indicate that students and staff feel that the best form of education for returnees is dependent on the returnees' needs, and that, while students tend to feel it is not easy for dropouts to return, staff feels it is. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC