The Contributing Factors to Student Absenteeism/Truancy and the Effectiveness of Social Services and Interventions
One major issue that schools are currently facing and seeing little or no improvement with is effectively dealing with student absenteeism and truancy. Despite early interventions, programs are still failing to effectively motivate students to attend school. This research study examines the success of an implementation of a perfect attendance award within an elementary school to increase student attendance. An examination of student attendance from the 2006-2007 academic year and from the 20072008 academic year, suggested that the perfect attendance certificate distributed monthly to students with no absences for that month is a positive motivator for students to attend school every day. The data from the months of September, October and November in the 2006-2007 year had a mean score of 54.5 and the 2007-2008 year had a mean score of 59.5, which indicated from an Independent Samples Test that the data proves to be statistically significant, thus the certificates accounted for increased attendance rates. Follow up surveys also provide evidence that the attendance certificates are an overall positive motivator for students and help to increase student attendance at one elementary school. Recognizing student’s strengths of attending school every day is a powerful tool of empowerment, and reduces absenteeism.
The Causes, Views and Traits of School Absenteeism and Truancy
T purpose of this article is to focus on a review of recent research into school absenteeism and truancy. The specific aim is to provide detailed information which should be particularly helpful for teachers and staff in schools to use, along with a range of caring professionals such as education welfare officers, learning mentors, home school liaison officers and educational researchers. Consequently, this review is limited to a consideration of: definitional issues; the causes of truancy and non-attendance; out-of-school provision; the Office for Standards in Education (OfStEd) position; the role of parents; the link between truancy and crime; current trends and the Children Act 2004.
Taphonomy of Isisfordia duncani specimens from the Lower Cretaceous (upper Albian) portion of the Winton Formation, Isisford, central-west Queensland
Taphonomic analysis of fossil material can benefit from including the results of actualistic decay experiments. This is crucial in determining the autochthony or allochthony of fossils of juvenile and adult Isisfordia duncani, a basal eusuchian from the Lower Cretaceous (upper Albian) distal-fluvial-deltaic lower Winton Formation near Isisford. The taphonomic characteristics of the I. duncani fossils were documented using a combination of traditional taphonomic analysis alongside already published actualistic decay data from juvenile Crocodylus porosus carcasses. We found that the I. duncani holotype, paratypes and referred specimens show little signs of weathering and no signs of abrasion. Disarticulated skeletal elements are often found in close proximity to the rest of the otherwise articulated skeleton. The isolated and disarticulated skeletal elements identified, commonly cranial, maxillary and mandibular elements, are typical of lag deposits. The holotype QM F36211 and paratype QM F34642 were classified as autochthonous, and the remaining I. duncani paratypes and referred specimens are parautochthonous. We propose that I. duncani inhabited upper and lower delta plains near the Eromanga Sea in life. Their carcasses were buried in sediment-laden floodwaters in delta plain overbank and distributary channel deposits. Future studies should refer to I. duncani as a brackish water tolerant species.