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Articles 1 - 5 of 5
Full-Text Articles in Education
Absenteeism, Building Relationships, And Standards-Based Grading, Patricia M. Romaine, Heather M. Sinkler
Absenteeism, Building Relationships, And Standards-Based Grading, Patricia M. Romaine, Heather M. Sinkler
Masters of Arts in Education Action Research Papers
This action research project investigated the effectiveness of standards-based grading and additional student contact time with chronically absent students in Family and Consumer Science (FACS) classes. The study included 160 ninth- through twelfth-grade students in various FACS classes. Data was collected from pre- and post-intervention self-assessments to gain an understanding of students’ feelings about coming to school and FACS class. Grades and attendance were documented at the beginning, middle, and end of the study. Anecdotal data was gathered from conversations with students during an optional homework club. Standards-based grading and building relationships helped 50 percent of the students improve their …
Investigating The Relationship Between A District’S Tier 2 Attendance Intervention Program And Student Attendance Outcomes, Brendan T. Keenan Jr.
Investigating The Relationship Between A District’S Tier 2 Attendance Intervention Program And Student Attendance Outcomes, Brendan T. Keenan Jr.
Doctoral Dissertations
The study will investigate attendance-related outcomes for Fresh Start, a Tier 2 attendance intervention program (AIP) currently being used by the Wingate Public Schools in Massachusetts to collaboratively problem-solve with parents/guardians of elementary school students (Kindergarten through 6th grade) who demonstrate chronic truancy issues. The Fresh Start program is utilized when the requesting school has been unable to make contact with the parent/guardian of a student in order to address the attendance problem via a school meeting. Membership of the Tier 2 AIP team includes school administrators, faculty, and staff, the parent/guardian, and a representative from a community agency …
The Positive Impact Of Project-Based Learning On Attendance Of An Economically Disadvantaged Student Population: A Multiyear Study, Casey Creghan, Kathleen Adair-Creghan
The Positive Impact Of Project-Based Learning On Attendance Of An Economically Disadvantaged Student Population: A Multiyear Study, Casey Creghan, Kathleen Adair-Creghan
Interdisciplinary Journal of Problem-Based Learning
Students who do not regularly attend high school are at an increased risk of failure in the classroom and may eventually contribute to a higher dropout rate. More specifically, the attendance rates of students from economically disadvantaged backgrounds have traditionally been lower than those with average means. Therefore, the purpose of this quantitative study was to examine the effects of a project-based learning (PjBL) environment on economically disadvantaged high school students in regard to their attendance rates. Data were collected in order to compare attendance rates of a school utilizing traditional teaching methodologies with a school using PjBL as the …
Count Yourself In:Encouraging Students To Take The 180-Day Challenge, Takeysha Ray, Curlandra Lightfoot-Smith
Count Yourself In:Encouraging Students To Take The 180-Day Challenge, Takeysha Ray, Curlandra Lightfoot-Smith
National Youth Advocacy and Resilience Conference
In this presentation, participants will focus on the importance of a holistic approach addressing chronic absenteeism in schools. Participants are provided with tools to take to their district and community helping bring awareness to regular, punctual school attendance. We will provide exciting, hands-on, interactive experiences on initiatives and creative strategies addressing truancy.
Day Treatment’S Impacts On Office Disciplinary Referrals And Attendance, Marian Harrison
Day Treatment’S Impacts On Office Disciplinary Referrals And Attendance, Marian Harrison
M.S.Ed. in Educational Leadership Research Projects
This mixed methods study explored the effects of implementing a day treatment program on attendance and office disciplinary referrals in a rural school district in Western Maine. Parental perceptions of the program were assessed through a qualitative survey. Parents reported day treatment has affected student behavior positively. Attendance and office disciplinary referral patterns were examined using two-tailed t-tests. These analyses showed no significant difference in attendance for both general student populations and subpopulation of day treatment students. Significant differences were found in regards to office disciplinary referrals for general student populations and for day treatment students after implementation. Further research …