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Full-Text Articles in Social Work
Leaving Special Educators Behind?: An Analysis Of The No Child Behind Act And Its Impact On Special Education Teachers, Joseph Martin Abel
Leaving Special Educators Behind?: An Analysis Of The No Child Behind Act And Its Impact On Special Education Teachers, Joseph Martin Abel
LSU Master's Theses
From its inception in 2001, the No Child Left Behind Act (NCLB) has been the subject of much debate among politicians, educators, researchers, and citizens. Much discussion has related to how NCLB affects students and their teachers in the classroom. This study examines NCLB’s direct impact on special education teachers in the East Baton Rouge parish school district of Louisiana by measuring different aspects of their satisfaction levels. Overall job satisfaction is measured using the Brayfield-Rothe Job Satisfaction Index (1951). Specific aspects of job satisfaction are measured using an abbreviated form of the Job Diagnostic Survey (Hackman & Oldham, 1975) …
Interrelationships Between Demographic, Psychosocial, And Academic Characteristics And Ged Attainment Among At-Risk Youth, Judith L. Rhodes
Interrelationships Between Demographic, Psychosocial, And Academic Characteristics And Ged Attainment Among At-Risk Youth, Judith L. Rhodes
LSU Master's Theses
This exploratory-descriptive research examines demographic, psychosocial, and academic characteristics of at-risk youth (N = 111) who attempted the General Educational Development (GED) Tests. Among students who passed and did not pass the GED Tests, numerous significant relationships emerged. Non-passers were more likely than passers to leave school for academic environment reasons (t = 2.21, df = 109, p < .05). As compared with those who passed the GED Tests, a greater number of moderately strong interrelationships among demographic, psychosocial, and academic characteristics emerged among students who did not pass. Most notably, for non-passers, significantly strong and positive relationships emerged between academic environment reasons for leaving school and two other variables: family reasons for leaving school (r = .55, p < .01) and psychosocial reasons for leaving school (r = .57, p < .05). In addition, a very strong and negative interrelationship emerged among non-passers between academic environment reasons for leaving school and the poverty indicator of status (r = -.68, p < .01). A multivariate perspective is critical for increasing knowledge regarding the social problem of dropout. Such knowledge is crucial for research and policy formation at the local, state, and national levels as well as for school social work practice and education.