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dc.contributor.authorGarber, Susan Henderson
dc.date.accessioned2014-03-03T20:04:06Z
dc.date.available2014-03-03T20:04:06Z
dc.date.issued2001-12
dc.identifier.othergarber_susan_h_200112_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/garber_susan_h_200112_ma
dc.identifier.urihttp://hdl.handle.net/10724/20324
dc.description.abstractAlthough researchers have acknowledged the existence of resistant students— students who seem to have the ability to succeed but who choose not to achieve in school—for years, very few studies have been done in this field that focus primarily on resistant students’ own reports and explanations. This study investigated factors which influence students’ participation in school through the use of phenomenological interviews, teacher questionnaires, and a self-concept scale. Results indicate that resistance is indeed a slippery concept, and none of the participants was resistant to education in general. All had at least one subject that they enjoyed and in which they succeeded. However, several commonalities among participants suggest potential causes of student resistance to schooling: personal and family issues, extracurricular activities, the school environment, and teacher characteristics.
dc.publisheruga
dc.rightspublic
dc.subjectStudent resistance
dc.subjectFamily factors
dc.subjectTeacher characteristics
dc.subjectHigh-school students
dc.subjectSchool environment
dc.title"Hearing their voices:" perceptions of high-school students who evidence resistance to schooling
dc.typeThesis
dc.description.degreeMA
dc.description.departmentEducational Psychology
dc.description.majorEducational Psychology
dc.description.advisorNancy Knapp
dc.description.committeeNancy Knapp
dc.description.committeeMarty Carr
dc.description.committeeThomas Hebert


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