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Too late to learn: Student tardiness...

Farrar, Ronald James.

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Too late to learn: Student tardiness in the middle school.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Too late to learn: Student tardiness in the middle school./
作者:	Farrar, Ronald James.
面頁冊數:	140 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0873.
Contained By:	Dissertation Abstracts International71-03A.
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3396748
ISBN:	9781109657418

Too late to learn: Student tardiness in the middle school.
Farrar, Ronald James.

Too late to learn: Student tardiness in the middle school. - 140 p.

Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0873.

Thesis (Ed.D.)--Cambridge College, 2010.

This study investigated the social, economic, emotional, medical and psychological reasons for student tardiness in a middle school setting. The National Education for Statistics indicates that student tardiness occurs at a rate of 3.3% to 9.5% each day for all students in kindergarten through grade twelve (Harrman, 2007). It is clear from literature that tardiness is a major problem. Not only do students lose valuable educational instruction when they arrive late, but they disrupt the educational environment and distract others who are in the class. Excessive student tardiness has a negative impact upon a student's future (Ried, 2000). Some of the implications are academic failure, high school drop-outs, emotional dependency, drug dependency, fighting and bullying (Chang & Romero, 2008). Student tardiness is a key factor in determining if a child will become at risk (Greenfield, 2002). Without intervention, tardy behaviors often result in serious emotional and social problems (Harrman, 2007). Within a qualitative design, the researcher interviewed chronically tardy students individually and in a focus group. Study findings evolved into functional suggestions for intervention strategies focused on students and parents which can be implemented by schools and local, state and national government agencies with the goal of reducing tardiness in the middle school.

ISBN: 9781109657418Subjects--Topical Terms:

1035576
Education, Leadership.

Too late to learn: Student tardiness in the middle school.
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520 $a This study investigated the social, economic, emotional, medical and psychological reasons for student tardiness in a middle school setting. The National Education for Statistics indicates that student tardiness occurs at a rate of 3.3% to 9.5% each day for all students in kindergarten through grade twelve (Harrman, 2007). It is clear from literature that tardiness is a major problem. Not only do students lose valuable educational instruction when they arrive late, but they disrupt the educational environment and distract others who are in the class. Excessive student tardiness has a negative impact upon a student's future (Ried, 2000). Some of the implications are academic failure, high school drop-outs, emotional dependency, drug dependency, fighting and bullying (Chang & Romero, 2008). Student tardiness is a key factor in determining if a child will become at risk (Greenfield, 2002). Without intervention, tardy behaviors often result in serious emotional and social problems (Harrman, 2007). Within a qualitative design, the researcher interviewed chronically tardy students individually and in a focus group. Study findings evolved into functional suggestions for intervention strategies focused on students and parents which can be implemented by schools and local, state and national government agencies with the goal of reducing tardiness in the middle school.
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