Drop Out or Persist? The Influence of Differentiated Instruction and Teacher Behavior on College Freshmen and GED Students

Autor/in	Robertson, Vera Strickland
Titel	Drop Out or Persist? The Influence of Differentiated Instruction and Teacher Behavior on College Freshmen and GED Students
Quelle	(2009), (103 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Southern Mississippi
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-7423-3
Schlagwörter	Hochschulschrift; Dissertation; College Freshmen; Teacher Behavior; Dropout Research; Dropouts; Individualized Instruction; Adolescents; Adult Students; Academic Persistence; High School Equivalency Programs; High School Students; Influences; Questionnaires; Regression (Statistics); Correlation; Student Characteristics; Gender Differences; Racial Differences; General Educational Development Tests + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienanfänger; Teacher behaviour; Lehrerverhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Individualisierender Unterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; High school; High schools; Oberschule; Influence; Einfluss; Einflussfaktor; Fragebogen; Regression; Regressionsanalyse; Korrelation; Geschlechterkonflikt; Rassenunterschied
Abstract	The purpose of this research was to provide information to school administrators about the impact differentiated instruction and teacher behavior have on students' decision to drop out of high school or persist. The ultimate goal of this study is to determine if a significant relationship exists between differentiated instruction, teacher behavior and dropout status. The participants in this study included students enrolled in select colleges or GED programs. The ages of the participants were ages sixteen to twenty-one. The participants completed a questionnaire constructed by the researcher to gather data pertaining to participants' experiences with differentiated instruction and teacher behavior their last year in high school. Eighty-six first year freshmen and fifty GED students completed the questionnaire. A logistic regression analysis was conducted to test for significant relationships between differentiated instruction, teacher behavior, gender, race and dropout status. A significant relationship was found between differentiated instruction, teacher behavior, and dropout status. However, there was no significant relationship between gender and dropout status, nor race and dropout status. [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	2017/4/10