Browsing by Subject "School attendance -- Research"
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ItemThe Effect of Teacher Absenteeism on 8th Grade Students’ Behavior and Attendance in an Urban 6-12 Charter School(2015-05) Brooks, Sidney A.The purpose of this study was to examine the effect of teacher absenteeism on student behavior and attendance rates in an urban charter school that serves students in grades six through twelve. The sample groups consisted of 68 eighth grade students and five (5) teachers. This quasi-experimental design study was conducted over an eight-week time period. The disciplinary reports and attendance records of the student participants were identified and monitored through the online Student Management System (SMS). The attendance of adult participants was identified and monitored through the online Principal Dashboard system and internal paper-based logs. According to this study, there was no significant difference in the number of student discipline referrals made by teachers with high and those with low absence rates. Additionally, teacher absence seemed to have little statistical influence on student attendance rates. However, the data did show that teacher tardiness did have a significant effect on student behavior. Teachers with a high rate of tardiness made more referrals than teachers with a low rate of tardiness. Finally, students taught by teachers with a high rate of tardiness also had significant rates of tardiness when compared to their peers taught by teachers with low rates of tardiness. Student absence was the same no matter if the teacher had high or low rates of tardiness. These findings suggest that teachers who are frequently absent do not significantly alter the behaviors and attendance of the students that they teach. However, teachers who are frequently tardy significantly affect the behavior and tardiness of their students. Actions are required to support, develop, or remove teachers who are frequently tardy in order to limit the effect of teacher tardiness on overall school climate and culture. This is particularly important when this negative behavior is concentrated in one grade level or department. ItemThe Effects of Attendance on Oral Reading Fluency of First Grade Students(2011-05) Crovo, April; Masters of EducationThe purpose of this study was to examine the effect of attendance on oral reading fluency of first grade students as assessed on the Dynamic Indicators of Basic Early Learning Skills (DIBELS). A correlational study design was used. The participants of this study were enrolled in first grade at Nantucket Elementary School in Anne Arundel County for the 2010-2011 school year. Data regarding the students‟ scores on the DIBLES test and data regarding the students‟ absenteeism rates were collected and analyzed. The analysis showed no significant relationship between oral reading fluency rate as assessed on the DIBELS test and student attendance rates. Recommendations for future research include a replication of the study with a more diverse and larger student population as well as including student DIBELS scores on a continuum from the first administration in January through the last administration in the spring including student. ItemThe Effects of Preschool Attendance on First Grade Reading Achievement(2011-05) Benson, Jillian; Masters of EducationThe purpose of this causal-comparative study was to determine if different types of preschool experiences had a differential effect upon students‟ reading achievement when compared with the reading achievement of students who have had no preschool experience. The participants in this study were enrolled in a public school located in Anne Arundel County, Maryland, for the 2010-2011 school year. Both DIBELS and Running Record scores were collected from the September and January assessments for the 37 participants. An analysis of variance was run for both DIBELS (Nonsense Word Fluency and Oral Reading Fluency) and Running Records (Oral Fluency and Comprehension). The findings indicated that there was not a statistically significant difference in the performance of students who attended private preschool, versus the performance of those who attended public or no preschool programs. Future studies should consider including more participants and including participants from a variety of geographic areas.