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ERIC Number: ED548427
Record Type: Non-Journal
Publication Date: 2012
Pages: 148
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-2136-4
Participant Perceptions of the Check and Connect Truancy Intervention: A Case Study
Sherman, Kathleen M.
ProQuest LLC, Ed.D. Dissertation, Widener University
This case study examined the perceptions of students, parent/guardians, and teacher mentors who participated in the 2009-2010 Check and Connect Intervention. The literature reviewed for this study identified that three specific practices had particularly strong effects on lowering rates of chronic absenteeism. They were: (a) providing awards and incentives for excellent attendance and sending home a list of students with excellent attendance, (b) orienting parents to school expectations and policies about attendance, and (c) connecting chronically absent students to a mentor (Epstein and Sheldon, 2002). The Check and Connect Intervention contains all of these components. The study examined perceptual data to determine what components of the Check and Connect Intervention had a positive effect on student attendance and what components need to be added to the intervention to make it more effective. Interviews took place with seven students, seven parents, and four teacher mentors who participated in the Check and Connect Intervention. The researcher found that the teacher mentor was perceived to have the greatest effect on student attendance by students, parent/guardians and teacher mentors. Rewards offered to students were perceived to be highly effective for parent/guardians and students. Parent participants perceived that more parent and school communication would benefit the program. Parents suggested more literature and information about the program during the initial stages of participation and also suggested adding a component that summarized the student attendance rates and provided more feedback during the intervention. Teacher mentors indicated that involving the students in the Attendance Chart data collection may provide more student self-reflection and internalization of their attendance patterns. Teacher mentors also indicated that ensuring student-teacher matches was important to ensure the success of the mentor relationship. In addition to data gathered about the components of the Check and Connect Intervention, several themes emerged from the interview data that related to positive outcomes from participating in the program. These outcomes included 1) self-reflection, 2) attitude, 3) academics, and 4) communication. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A