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035 a| (Sirsi) o1371248672;

035 a| (OCoLC)1371248672;

043 a| n-us-nc;

049 a| EREE;

090 a| LB3081;

100 1 a| Jenkins, Angie Renea,e| author.?| UNAUTHORIZED;

245 10 a| Evaluating a multi-modal intervention for improving attendance among elementary students in a Title I school /c| by Angie Renea Jenkins.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2022.;

300 a| 1 online resource (188 pages) :b| illustrations (some color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 1.584 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2022.;

500 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: R. Martin Reardon;

500 a| Title from PDF t.p. (viewed May 15, 2024).;

520 3 a| This study was designed to evaluate the outcome of an action research-oriented, multi-modal intervention intended to lessen chronic student absenteeism among students in Grade 1 through Grade 3 within a Title I district in North Carolina. The theory of action was that if the perception of the value of early education held by parents of chronically absent students was sharpened and the children themselves were (a) engaged positively as individuals on a daily basis with a specific adult and (b) rewarded for being present at school, then the children would attend school more consistently as evidenced by the school attendance records. Chronic absenteeism was a national problem among both high school and elementary school students. Anecdotal evidence suggests that absenteeism has worsened since the advent of COVID-19. The inherent complexity of absenteeism makes it even more challenging to address. Students in poverty were most susceptible to being chronically absent, thus widening the achievement gaps between them and their non-economically challenged peers. Researchers have suggested that parents' beliefs about the value of early education contribute to students' attendance patterns. The three-pronged intervention I implemented in this case study began by ascertaining parents' perceptions schoolwide of the value of schooling, focusing on a small number of children who are chronically absent and inviting their parents to enter into an ongoing dialog with me throughout the intervention during which their children engage positively on a daily basis with an adult in the school environment and were rewarded for consistent attendance.;

504 a| Includes bibliographical references.;

650 0 a| School attendancez| North Carolina.=| ^A80895;

650 0 a| School childrenz| North Carolinax| Attitudes.=| ^A92709;

650 0 a| Academic achievement.=| ^A8828;

650 0 a| Parent and childz| North Carolina.=| ^A539;

650 0 a| Educationx| Parent participationz| North Carolina.=| ^A265939;

653 a| chronic absenteeism;

653 a| chronically absent;

653 a| ecological framework;

653 a| bioecological framework;

700 1 a| Reardon, R. Martin,e| degree supervisor.=| ^A1280454;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/12299;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 5961433;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5961433-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 3/1/2023x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5961433-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 3/1/2023x| ETDz| HERESOURCE;

Evaluating a multi-modal intervention for improving attendance among elementary students in a Title I school / by Angie Renea Jenkins.

Author/creator	Jenkins, Angie Renea author.
Other author	Reardon, R. Martin, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2022.
Description	1 online resource (188 pages) : illustrations (some color)
Supplemental Content	Access via ScholarShip
Subjects	School attendance--North Carolina. School children--North Carolina. --Attitudes. Academic achievement. Parent and child--North Carolina. Education--Parent participation. --North Carolina.

Summary	This study was designed to evaluate the outcome of an action research-oriented, multi-modal intervention intended to lessen chronic student absenteeism among students in Grade 1 through Grade 3 within a Title I district in North Carolina. The theory of action was that if the perception of the value of early education held by parents of chronically absent students was sharpened and the children themselves were (a) engaged positively as individuals on a daily basis with a specific adult and (b) rewarded for being present at school, then the children would attend school more consistently as evidenced by the school attendance records. Chronic absenteeism was a national problem among both high school and elementary school students. Anecdotal evidence suggests that absenteeism has worsened since the advent of COVID-19. The inherent complexity of absenteeism makes it even more challenging to address. Students in poverty were most susceptible to being chronically absent, thus widening the achievement gaps between them and their non-economically challenged peers. Researchers have suggested that parents' beliefs about the value of early education contribute to students' attendance patterns. The three-pronged intervention I implemented in this case study began by ascertaining parents' perceptions schoolwide of the value of schooling, focusing on a small number of children who are chronically absent and inviting their parents to enter into an ongoing dialog with me throughout the intervention during which their children engage positively on a daily basis with an adult in the school environment and were rewarded for consistent attendance.
General note	Presented to the Faculty of the Department of Educational Leadership
General note	Advisor: R. Martin Reardon
General note	Title from PDF t.p. (viewed May 15, 2024).
Dissertation note	Ed.D. East Carolina University 2022.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Evaluating a multi-modal intervention for improving attendance among elementary students in a Title I school / by Angie Renea Jenkins.

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