A Mixed Methods Study of High School Dropout Prevention Programs

Autor/in	Hibler, Derrick, Sr.
Titel	A Mixed Methods Study of High School Dropout Prevention Programs
Quelle	(2013), (325 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-6336-7
Schlagwörter	Hochschulschrift; Dissertation; Mixed Methods Research; High School Students; Dropout Prevention; Dropout Programs; At Risk Students; Academic Failure; Academic Persistence; School Holding Power; Principals; School Counselors; Repetition; Referral; Progress Monitoring; Parent Participation; Teacher Student Relationship; Peer Relationship; Learner Engagement; Interviews; Surveys; Statistical Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Principal; Schulleiter; School counselor; Beratungslehrer; Pädagogischer Berater; Wiederholung; Elternmitwirkung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Statistische Analyse
Abstract	In the United States in 2011, 6,000 students between the ages of 16 and 24 dropped out of high school on a daily basis. Educators have developed numerous dropout prevention programs to address this problem. However, little research exists examining how high school principals and counselors engage students in these programs. The purpose of this mixed methods study was to explore how high school administrators and counselors encourage students who are at risk for academic failure to stay in school. Dewey's theory of experiential education and Hirschi's theory of social bonding informed this study. Six high school principals and 6 counselors in a county school district in a southern state were interviewed, 114 administrators who worked in dropout prevention programs completed a survey, and 6 school improvement plans and 2 exit-interview plans were reviewed. Analytic techniques of coding and category construction were used to analyze interview responses, and descriptive statistics were used to analyze survey responses. Results indicated that principals and counselors used common procedures to help students stay in school, such as offering credit recovery programs, making referrals to school-based teams, and conducting individual conferences to monitor academic progress. Recommendations included improving parental involvement in their children's education and helping at-risk students develop positive relationships with teachers and peers to increase engagement in school. This study contributes to positive social change by providing educators with a better understanding of how to help communities support the educational and career goals of at-risk students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01