{"id":{"repo_id":"mississippi","oai_identifier":"oai:egrove.olemiss.edu:etd-1474"},"canonical_url":"https://search.dev.ndltd.org/etd/mississippi/oai:egrove.olemiss.edu:etd-1474","repository":{"repo_id":"mississippi","name":"University of Mississippi","base_url":"https://egrove.olemiss.edu/do/oai/"},"display":{"title":"Student Dropout From The Perspectives Of Junior High Counselors In Northeast Mississippi","abstract":"I investigated fifteen junior high counselors' understandings about student dropout, particularly about identification of and interventions for students at risk for dropping out of school. As an educator, I desired to research the phenomenon of student dropout to understand how to better reach these types of students. Research is available concerning student dropout from the perspectives of teachers, principals, and student dropouts; however, little research on student dropout from the viewpoint of counselors exists. I utilized a qualitative design, in particular a descriptive case study, to develop understanding of the counselors' perspectives of student dropout. Data collection included individual and focus group interviews, both through face-to-face and email; demographic surveys; and field notes recorded in a research journal. I utilized the constant comparison method to analyze my data and make connections among the conversations. The following four themes emerged after thoroughly analyzing my data and searching for commonalities: (a) it's like a cycle, (b) there's only so much we can do, (c) effective interventions are essential, and (d) dropout is more of a high school problem. After the discussion of my findings, I offer the following implications for future research: (a) creating K-12 alignment of dropout prevention, (b) understanding parental support, and (c) defining counselors' position in dropout prevention.","abstract_html":"I investigated fifteen junior high counselors' understandings about student dropout, particularly about identification of and interventions for students at risk for dropping out of school. As an educator, I desired to research the phenomenon of student dropout to understand how to better reach these types of students. Research is available concerning student dropout from the perspectives of teachers, principals, and student dropouts; however, little research on student dropout from the viewpoint of counselors exists. I utilized a qualitative design, in particular a descriptive case study, to develop understanding of the counselors' perspectives of student dropout. Data collection included individual and focus group interviews, both through face-to-face and email; demographic surveys; and field notes recorded in a research journal. I utilized the constant comparison method to analyze my data and make connections among the conversations. The following four themes emerged after thoroughly analyzing my data and searching for commonalities: (a) it's like a cycle, (b) there's only so much we can do, (c) effective interventions are essential, and (d) dropout is more of a high school problem. After the discussion of my findings, I offer the following implications for future research: (a) creating K-12 alignment of dropout prevention, (b) understanding parental support, and (c) defining counselors' position in dropout prevention.","abstract_has_math":false,"creators":["Bennett, Kelly Ann"],"institution":null,"degree_name":"Ed.S. in Curriculum and Instruction","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Deborah Chessin","Sarah Blackwell","Amy E. Wells Dolan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T03:05:36Z","subjects":["Counselor","Dropout","Education","Qualitative","Student","Elementary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://egrove.olemiss.edu/etd/475","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Deborah Chessin","Sarah Blackwell","Amy E. 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As an educator, I desired to research the phenomenon of student dropout to understand how to better reach these types of students. Research is available concerning student dropout from the perspectives of teachers, principals, and student dropouts; however, little research on student dropout from the viewpoint of counselors exists. I utilized a qualitative design, in particular a descriptive case study, to develop understanding of the counselors' perspectives of student dropout. Data collection included individual and focus group interviews, both through face-to-face and email; demographic surveys; and field notes recorded in a research journal. I utilized the constant comparison method to analyze my data and make connections among the conversations. The following four themes emerged after thoroughly analyzing my data and searching for commonalities: (a) it's like a cycle, (b) there's only so much we can do, (c) effective interventions are essential, and (d) dropout is more of a high school problem. After the discussion of my findings, I offer the following implications for future research: (a) creating K-12 alignment of dropout prevention, (b) understanding parental support, and (c) defining counselors' position in dropout prevention."]},{"key":"dc:title","label":"Title","values":["Student Dropout From The Perspectives Of Junior High Counselors In Northeast Mississippi"]}]}],"canonical_facts":{"dc:contributor":["Deborah Chessin","Sarah Blackwell","Amy E. Wells Dolan"],"dc:creator":["Bennett, Kelly Ann"],"dc:date.available":["2019-06-27T07:00:00Z"],"dc:description.abstract":["I investigated fifteen junior high counselors' understandings about student dropout, particularly about identification of and interventions for students at risk for dropping out of school. As an educator, I desired to research the phenomenon of student dropout to understand how to better reach these types of students. Research is available concerning student dropout from the perspectives of teachers, principals, and student dropouts; however, little research on student dropout from the viewpoint of counselors exists. I utilized a qualitative design, in particular a descriptive case study, to develop understanding of the counselors' perspectives of student dropout. Data collection included individual and focus group interviews, both through face-to-face and email; demographic surveys; and field notes recorded in a research journal. I utilized the constant comparison method to analyze my data and make connections among the conversations. The following four themes emerged after thoroughly analyzing my data and searching for commonalities: (a) it's like a cycle, (b) there's only so much we can do, (c) effective interventions are essential, and (d) dropout is more of a high school problem. After the discussion of my findings, I offer the following implications for future research: (a) creating K-12 alignment of dropout prevention, (b) understanding parental support, and (c) defining counselors' position in dropout prevention."],"dc:identifier":["https://egrove.olemiss.edu/etd/475"],"dc:subject":["Counselor","Dropout","Education","Qualitative","Student","Elementary Education"],"dc:title":["Student Dropout From The Perspectives Of Junior High Counselors In Northeast Mississippi"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.S. in Curriculum and Instruction"]},"updated_at":"2026-07-24T03:05:36Z"}