{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80228"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80228","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Elementary School Absenteeism and Truancy: Perceptions and Responses of Chicago Principals Under School Reform","abstract":"The major findings which emerged from a combined analysis of interview and survey data indicated that local schools had not fully understood, internalized, nor accepted their site-based responsibilities regarding attendance and truancy issues. Major findings included: (1) Principals tended to perceive truancy and absenteeism to be more serious throughout the system than in their own schools. (2) Principals did not uniformly see themselves as having the primary responsibility for attendance and truancy matters in their schools. (3) There was an incongruity of response in terms of strategic interventions chosen to address the problems of truancy and absenteeism perceived by the principals. (4) Principals frequently indicated a need for increased central administrative involvement and support but overlooked the role of the local school itself in attendance improvement. (5) A strong orientation toward punitive resolution of truancy issues was apparent in the comments of the principals. (6) Schools with low attendance were found to utilize practices of communication and support in responding to truancy problems less frequently than were schools with average and high attendance.","abstract_html":"The major findings which emerged from a combined analysis of interview and survey data indicated that local schools had not fully understood, internalized, nor accepted their site-based responsibilities regarding attendance and truancy issues. Major findings included: (1) Principals tended to perceive truancy and absenteeism to be more serious throughout the system than in their own schools. (2) Principals did not uniformly see themselves as having the primary responsibility for attendance and truancy matters in their schools. (3) There was an incongruity of response in terms of strategic interventions chosen to address the problems of truancy and absenteeism perceived by the principals. (4) Principals frequently indicated a need for increased central administrative involvement and support but overlooked the role of the local school itself in attendance improvement. (5) A strong orientation toward punitive resolution of truancy issues was apparent in the comments of the principals. (6) Schools with low attendance were found to utilize practices of communication and support in responding to truancy problems less frequently than were schools with average and high attendance.","abstract_has_math":false,"creators":["Jordak, William Louis"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Paul Thurston"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:04Z","date_published":"2015-09-25T19:56:04Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Administration"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9834696"],"render_values":[{"text":"(MiAaPQ)AAI9834696","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80228","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Paul Thurston"]},{"key":"dc:creator","label":"Author","values":["Jordak, William Louis"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:04Z","10000-01-01","1998"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80228","(MiAaPQ)AAI9834696"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The major findings which emerged from a combined analysis of interview and survey data indicated that local schools had not fully understood, internalized, nor accepted their site-based responsibilities regarding attendance and truancy issues. Major findings included: (1) Principals tended to perceive truancy and absenteeism to be more serious throughout the system than in their own schools. (2) Principals did not uniformly see themselves as having the primary responsibility for attendance and truancy matters in their schools. (3) There was an incongruity of response in terms of strategic interventions chosen to address the problems of truancy and absenteeism perceived by the principals. (4) Principals frequently indicated a need for increased central administrative involvement and support but overlooked the role of the local school itself in attendance improvement. (5) A strong orientation toward punitive resolution of truancy issues was apparent in the comments of the principals. (6) Schools with low attendance were found to utilize practices of communication and support in responding to truancy problems less frequently than were schools with average and high attendance.","Made available in DSpace on 2015-09-25T19:56:04Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9834696.pdf: 14094305 bytes, checksum: e58b66bceba8c6cf2f50331aa823b2b0 (MD5) Previous issue date: 1998","Embargo set by: Seth Robbins for item 81510 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","330 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998."]},{"key":"dc:title","label":"Title","values":["Elementary School Absenteeism and Truancy: Perceptions and Responses of Chicago Principals Under School Reform"]}]}],"canonical_facts":{"dc:contributor":["Paul Thurston"],"dc:creator":["Jordak, William Louis"],"dc:date":["2015-09-25T19:56:04Z","10000-01-01","1998"],"dc:description":["The major findings which emerged from a combined analysis of interview and survey data indicated that local schools had not fully understood, internalized, nor accepted their site-based responsibilities regarding attendance and truancy issues. Major findings included: (1) Principals tended to perceive truancy and absenteeism to be more serious throughout the system than in their own schools. (2) Principals did not uniformly see themselves as having the primary responsibility for attendance and truancy matters in their schools. (3) There was an incongruity of response in terms of strategic interventions chosen to address the problems of truancy and absenteeism perceived by the principals. (4) Principals frequently indicated a need for increased central administrative involvement and support but overlooked the role of the local school itself in attendance improvement. (5) A strong orientation toward punitive resolution of truancy issues was apparent in the comments of the principals. (6) Schools with low attendance were found to utilize practices of communication and support in responding to truancy problems less frequently than were schools with average and high attendance.","Made available in DSpace on 2015-09-25T19:56:04Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9834696.pdf: 14094305 bytes, checksum: e58b66bceba8c6cf2f50331aa823b2b0 (MD5) Previous issue date: 1998","Embargo set by: Seth Robbins for item 81510 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","330 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998."],"dc:identifier":["http://hdl.handle.net/2142/80228","(MiAaPQ)AAI9834696"],"dc:language":["eng"],"dc:subject":["Education, Administration"],"dc:title":["Elementary School Absenteeism and Truancy: Perceptions and Responses of Chicago Principals Under School Reform"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:13Z"}