Relationships and Dropping Out: The Voice of At-Risk Youth

Autor/in	Henry, Robert Thomas
Titel	Relationships and Dropping Out: The Voice of At-Risk Youth
Quelle	(2009), (161 Seiten) PDF als Volltext Verfügbarkeit Executive Ed.D. Dissertation, University of Nevada, Las Vegas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1094-0027-4
Schlagwörter	Hochschulschrift; Dissertation; Dropouts; At Risk Students; Graduation Requirements; Educational Change; School Holding Power; Teaching Methods; Correlation; Student Attitudes; Grade Repetition; Qualitative Research; Case Studies; Questionnaires; Adult Education; Interpersonal Relationship; Teacher Student Relationship; Caring; Student Needs + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Abschlussordnung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Schülerverhalten; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Qualitative Forschung; Case study; Fallstudie; Case Study; Fragebogen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung
Abstract	The practice of retaining students in grade has been studied, researched, discussed, criticized and yet it continues. Dropping out of school prior to graduation has been studied, researched, discussed, written about and continues to be practiced by our youth. Policymakers are often provided quantitative data to consider as they explore, evaluate, and deliberate issues such as the practice of retention-in-grade to assure adherence to standards, or in response to the social, political, and educational problems created by youth who have dropped out from school. Current studies and research into retention and dropping out fail to include the issues from the perspective of the individual; from the standpoint of the dropout. That failure is not a methodological one; the voices of the dropout have not yet been heard. This qualitative study gives voice to the population of at-risk youth. It allows youth who have been struggled and subsequently dropped out of school to tell their story. Their voice becomes a powerful force in the process of educational reform. By considering the needs of the individual, education moves toward doing things with them rather than to them. This mixed methods multiple case study involved collection and analysis of questionnaire data, analysis of demographic information, conducting and analyzing interviews. Participants were youth ages eighteen to twenty-eight years old who chose to return to complete high school graduation requirements through an adult education program. The findings indicate that the most significant issue in their decision to drop out involved the lack of a meaningful with one or more of their teachers. Retained in grade was an explored characteristic but was not a characteristic that all study participants experienced in their school careers. The issue of retention is not as significant as their desire to have a relationship with significant adult in school who demonstrates care and concern. Their story compels policy-makers, decision-makers, and educators to consider more than standards, curriculum, and regulations. They must consider the individual. [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