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Description

This qualitative case study explored six teachers’ perceptions of self-efficacy, instructional and motivational approaches, and bonding with students that precluded noncompletion at a high school dropout prevention program. Data were collected through interviews and classroom observations. The findings revealed that teachers’ high self-efficacy regarding student retention, connectedness, and attachment were important factors in preventing dropout.

Publication Date

Summer 2012

City

Minneapolis, MN

Keywords

Research Symposium

A Case Study Examination of a Dropout Prevention Program from the Perceptions of Teachers

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