Browsing by Subject "Attendance"
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Item Absenteeism: School mental health: Define, spot, and deploy(Pivot Attendance Solutions, 2021) Gentle-Genitty, Carolyn; Taylor, James; Martin, KristenItem Attendance CARE analysis(Pivot Attendance Solutions, 2021) Gentle-Genitty, Carolyn; Taylor, James; Martin, KristenItem Beyond Solo Acts: How Teams Supporting Schools Orchestrate Attendance Success(Indiana University, May 2024) Heyne, David; Gentle-Genitty, CarolynThis topic brief shifts the focus beyond attendance teams in schools to the collaborative efforts of teams supporting schools. In the US, this often involves the school district working alongside schools to address attendance. Across the globe, entities like regional bureaus, local authorities, municipalities, or collaborations play this vital role.Item Community-Based Exercise Program Attendance and Exercise Self-Efficacy in African American Women(2014-01-29) Virgil, Kisha Marie; Mikesky, Alan E.; Keith, NiCole R.; De Groot, Mary K.; Hess, Lisa M.; Mushi-Brunt, Christina R.Rates of chronic disease and physical inactivity are disproportionately high among African American women. Despite the known benefits of physical activity and an increasing number of programs designed to increase activity, attendance rates to many exercise programs remain low. There is much to learn about program types, such as healthy lifestyle programs (HLP); individual factors, such as self-efficacy; and mediating variables that may influence exercise program attendance. An observational study design was used to compare exercise self-efficacy and attendance in a community-based exercise program in African American women who were enrolled in a HLP (N = 53) to women who were not (N = 27). Exercise program attendance was gathered across six months; demographics, self-efficacy and physical activity behaviors were assessed through surveys; and physiological variables (resting heart rate and blood pressure, height, and weight) and physical fitness (muscular strength and endurance and cardiovascular endurance) were measured at baseline. Descriptive statistics were used to describe participants and groups were compared using T-tests, chi-square and non-parametric statistics. Finally, mediation analyses were conducted using multiple regression models to assess self-efficacy as a potential mediator to exercise program attendance. Women who enrolled in this study were of low income (61% having an annual income less than $20,000), obese with a mean (standard deviation) body mass index (BMI) of 37.7 (7.6), pre-hypertensive with a mean (standard deviation) systolic blood pressure of 125.9 (14.4), and scored poorly and marginally on two fitness tests. On average, women reported being Moderately Confident in their ability to exercise regularly, yet had low attendance in the exercise program with a median number .5 days over six months and there were no significant differences in exercise self-efficacy (p = .23) or attendance in the exercise program between groups (p = .79). Additionally, exercise self-efficacy was not a mediating variable to program attendance. Women in this study had little discretionary income and several chronic disease risk factors, yet exercise program attendance was low even in those enrolled in a HLP. Identifying factors that increase exercise self-efficacy and factors that influence attendance beyond self-efficacy may help future program design and attendance.Item The Impact of Participation and Attendance on Undergraduate Student Performance in Face-to-Face and Online Courses(2015-11-21) Zhu, Liugen; Defazio, Joseph; Huang, Edgar; Hook, Sara AnneThis presentation reports the results of a comprehensive study of policies on attendance and participation in face-to-face and online courses, with policies that range from strict to flexible, and correlate these policies with final course grades. The intent was to demonstrate the impact that these policies have on student motivation and student success. Participants will self-identify which category their attendance/participation policies falls into and reflect on how revising these policies can influence their own courses.Item Indiana Attendance Law(Pivot Attendance Solutions, 2021) Taylor, James; Gentle-Genitty, Carolyn; Martin, KristenItem Mental is Health in School(Pivot Attendance Solutions, 2021) Taylor, James; Gentle-Genitty, Carolyn; Martin, KristenItem Resolving Truancy through Community Collaboration(Pivot Attendance Solutions, 2021) Martin, Kristen; Taylor, James; Gentle-Genitty, CarolynItem Responsibility for socialization - Truancy: More than absences(Pivot Attendance Solutions, 2021) Gentle-Genitty, Carolyn; Taylor, JamesItem The Unlearning of School Attendance: Ideas for Change(Frontiers Media, 2024) Gentle-Genitty, Carolyn; Ansari, Arya; Marshall, Ineke; Gottfried, MichaelThis Research Topic on Unlearning Attendance champions a serious look at school attendance and absenteeism. It examines all forms of school attendance problems ranging from school refusal, truancy, school withdrawal, to school avoidance and its correlates of criminal, socio-emotional, developmental, psychological, academic, fiscal, technological, and societal impact. The issue gives a synopsis on the known problems and challenges but also those exacerbated by the pandemic and ideas for improvement. The issue takes a bold step to call out antiquated practices which have continued to fail students through teaching and learning, policy, laws and statutes, transportation, practice, program, funding, tracking, evaluation, and outcomes. Stop punishing our children for attending. Resilient students who overcome the odds to show up 170 days of the annual 180 required days are often marked truant. In some cases they are suspended, expelled, or reported by law to juvenile courts. Before COVID, and now more than ever, children's attendance and participation in education have been important. Yet since the establishment of required education, our laws, policies, school practices, data tracking, intervention response, and outcome measures have not been updated. These antiquated processes fail current students. Despite a focus on positive behavior interventions, tiered approaches, and socio-emotional learning in the last few decades we still only track absence and not presence. There is need for emerging and new ways of valuing participation in education from pre-school to high school. We must evaluate our governing policies of what constitutes presence (physical vs virtual). We must use more engagement versus discipline methods to foster success; update punitive laws requiring mandatory reporting to juvenile probation courts rather than development resources; change what we track, who we track, and how we report. We must unlearn the old way of attendance. Unlearning attendance speaks to the idea that policies, practices, and procedures in place for students in K-12 (primary) and high schools have consistently been punitive, ineffective in use of data, and non-progressive. As a result there is need for new research, new ways to evaluate, and emerging and best practice efforts to engage students. Unlearning Attendance: Ideas for Change is a call for action that features emerging practices from practitioners, educators, researchers, policy makers, and organizations from around the globe who have been toiling at solutions for problems faced everyday in and out of the classroom and with parents and partners to support student engagement in their education.