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Administrators' perceptions on the impact of high school intervention programs

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dc.contributor.advisor Borba, John
dc.contributor.author Chavez-Valdez, Vanessa Guadalupe
dc.contributor.other Jensen, Chet
dc.date.accessioned 2015-07-10T22:54:41Z
dc.date.available 2015-07-10T22:54:41Z
dc.date.created 2015 May en_US
dc.date.issued 2015-07-10
dc.identifier.other Master of Arts in Education en_US
dc.identifier.uri http://scholarworks.csustan.edu/handle/011235813/929
dc.description.abstract The need for student support services to be delivered during the school day is imperative. The word education involves far more than delivering curriculum to students. Providing support, services through intervention programs at the school site can address a world of circumstances that might otherwise go unnoticed. Furthermore, by acknowledging, identifying and providing supports, students can far exceed expectations on an academic and personal level. Data for this qualitative study were collected and analyzed. One-on-one interviews, involving 22 questions, were conducted with five high school administrators at sites that oversee the intervention programs at their respective sites. The interviews were digitally recorded and transcribed, and then coded and analyzed with Dedoose web-based qualitative data analysis software. The findings focused on six major areas: support programs, referral process, academic setting, academics, discipline and attendance. Analysis of the qualitative interview data showed that in many identified themes and subthemes, administrators revealed that the support and services delivered through intervention programs positively impact student academics, behavior and attendance. The administrators’ perceptions link the positive impact and the need for intervention programs to support students’ academic and personal needs. en_US
dc.language.iso en_US en_US
dc.title Administrators' perceptions on the impact of high school intervention programs en_US
dc.type Thesis en_US

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