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effectiveness of dropout prevention models as perceived by high school principals and high school guidance counselors in Florida
Title
The effectiveness of dropout prevention models as perceived by high school principals and high school guidance counselors in Florida.
Creator
Bacon, Joyce Tropea, Florida Atlantic University, Jurenas, Albert C.
Abstract/Description
This study investigated the perceptions of high school principals and guidance counselors, in the State of Florida, of nine dropout prevention models and their effectiveness. Six of the models exemplify the most frequently used programs throughout Florida: (a) the transitional ninth grade class, (b) computer-assisted instruction, (c) teaching high school competency test strategies, (d) educational alternative centers/schools of choice, (e) vocational technical centers, and (f) youth services...
Show moreThis study investigated the perceptions of high school principals and guidance counselors, in the State of Florida, of nine dropout prevention models and their effectiveness. Six of the models exemplify the most frequently used programs throughout Florida: (a) the transitional ninth grade class, (b) computer-assisted instruction, (c) teaching high school competency test strategies, (d) educational alternative centers/schools of choice, (e) vocational technical centers, and (f) youth services programs. The three newer program models, cities in schools, block scheduling and telecommunications abeyance programs, have been in use for less than three years in the State of Florida but literature identifies them as promising dropout prevention models. The dropout prevention models survey instrument was developed for this purpose and determined to be reliable. According to the results of the data analysis, using the one-way ANOVA, none of the null hypotheses were rejected at the .005 level of significance. The results supported the null for eight of the nine models tested for each hypothesis. Significant differences (<.005) were found between the principals and guidance counselors for the block scheduling model regarding block scheduling and attendance, retaining minority at-risk students, increasing math and English scores on the Florida High School Competency Test (HSCT), and retaining 90% of the at-risk population. However, the practical significance of these results in Hypothesis 1 through 4 were assessed, using the eta^2, with the results that the statistically significant differences are too small to be of practical significance. The survey was administered to 628 volunteer respondents. The principals were more favorable towards block scheduling as a means of increasing attendance, increasing scores on the Florida High School Competency Test, improving retention of at-risk minority students, and in increasing retention to 90%. Guidance counselors perceived the Block Scheduling Model as neither effective nor ineffective for increasing retention and the Vocational Model as neither effective nor ineffective for retaining minority at-risk students.
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Date Issued
1997
PURL
http://purl.flvc.org/fcla/dt/12517
Subject Headings
Dropouts--Prevention, High school dropouts
Format
Document (PDF)
How Jamaican administrators in a large school district in Florida perceive ethnicity, gender, and mentoring have impacted their career experiences
Title
How Jamaican administrators in a large school district in Florida perceive ethnicity, gender, and mentoring have impacted their career experiences: a phenomenological study.
Creator
Barrett-Johnson, Denise P., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to discover how ethnicity, gender, and mentoring influenced the career experiences of Jamaican administrators in Sunshine County Public Schools (SCPS), a pseudonym that was used for a large public school district in Florida. This qualitative, phenomenological study focused on the career experiences of eight Jamaican administrators in SCPS. Seven of the participants were all native-born Jamaicans and one was a first generation Jamaican, born in England to Jamaican...
Show moreThe purpose of this study was to discover how ethnicity, gender, and mentoring influenced the career experiences of Jamaican administrators in Sunshine County Public Schools (SCPS), a pseudonym that was used for a large public school district in Florida. This qualitative, phenomenological study focused on the career experiences of eight Jamaican administrators in SCPS. Seven of the participants were all native-born Jamaicans and one was a first generation Jamaican, born in England to Jamaican parents and raised in Jamaica until the age of 14. The researcher gained this understanding by interviewing participants in-depth about how their Jamaican ethnicity, gender, and personal mentoring experiences impacted their personal and professional journey as administrators in SCPS. Findings and conclusions will inform mentoring and educational leadership literature on strategies for success geared toward this understudied population.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3356889
Subject Headings
High school principals, Attitudes, Educational leadership, Critical pedagogy, Mentoring in education, Women school administrators, Attitudes, Educational change
Format
Document (PDF)