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UBC Theses and Dissertations
What facilitates completion of high school for students who experience the risk of early leave Katz, Shirley
Abstract
This study explores the facilitation of completion of high school for students who experience the risk of dropping out. The purpose of the study was to develop a comprehensive scheme of categories to describe what facilitates completion from the perspective of high school students. An adaptation of The Critical Incident Technique (Flanagan, 1954) was used. Sixteen categories emerged from an analysis of incidents. The soundness and trustworthiness of the categories were tested. Results indicate that completion can be facilitated by emotional support and guidance, respect from teachers, opportunity to participate and get help, goals setting for the future, encouragement of autonomy and responsibility, recognition, participation in the arts or sport, and reward. What remains to be confirmed is the helping value of several categories that were novel, such as identity development through social comparison. Anecdotal information that was consistently observed in the contents of the interviews was included and discussed. Participants made suggestions to help other students struggling to complete high school. This study suggests promising developments in high school completion which have implications for research, practice and curriculum design in counselling and education.
Item Metadata
Title |
What facilitates completion of high school for students who experience the risk of early leave
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1999
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Description |
This study explores the facilitation of completion of
high school for students who experience the risk of dropping
out. The purpose of the study was to develop a comprehensive
scheme of categories to describe what facilitates completion
from the perspective of high school students. An adaptation
of The Critical Incident Technique (Flanagan, 1954) was used.
Sixteen categories emerged from an analysis of incidents.
The soundness and trustworthiness of the categories were
tested. Results indicate that completion can be facilitated
by emotional support and guidance, respect from teachers,
opportunity to participate and get help, goals setting for
the future, encouragement of autonomy and responsibility,
recognition, participation in the arts or sport, and reward.
What remains to be confirmed is the helping value of several
categories that were novel, such as identity development
through social comparison. Anecdotal information that was
consistently observed in the contents of the interviews was
included and discussed. Participants made suggestions to help
other students struggling to complete high school. This
study suggests promising developments in high school
completion which have implications for research, practice and
curriculum design in counselling and education.
|
Extent |
4855888 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-06-26
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0053934
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1999-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.