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dc.contributor.authorMacDonald-Hunter, Tracy-Anne.en_US
dc.date.accessioned2009-06-04T14:09:13Z
dc.date.available2009-06-04T14:09:13Z
dc.date.issued2008-06-04T14:09:13Z
dc.identifier.urihttp://hdl.handle.net/10464/1520
dc.description.abstractThis study examined students considered at risk of non-completion of their Ontario Secondary School Diploma and aimed to offer insight into the questions, "What factors currently lead to school disconnect" and "How can these factors be addressed?" Eight students currently enrolled in an alternative learning environment participated in the study. Each was asked to take part in two, digitally recorded interviews that were subsequently transcribed by the researcher. The data were then coded and analysed according to specific themes: obstacles, empowerment, goals, views about success, opinions of school, and power of the teacher. From these themes, three broad focus areas emerged that were used to keep the data analysis focused: worldview, school effects, and self-image. Variances between the data collected and ideas presented in the current literature were highlighted as a reminder that when dealing with a human population, we cannot rely on textbook definitions and theory alone.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectProblem youthen_US
dc.subjectMotivation in education.en_US
dc.subjectTeachers of problem childrenen_US
dc.subjectDropoutsen_US
dc.title"Where is the value in education for me?": experiences and perspectives of Ontario secondary students at risk of non-completion of their Ontario Secondary School Diploma /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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