Truancy Essay Example For Students

Truancy Essay Absenteeism is a common problem encountered by teachers and others who work in the field of education. There are many reasons why some children fall into a pattern of repeated absence from school. In a number of cases, willful absence can be traced to an alienation from schooling due to poor achievement, family circumstances or behavioral causes. In some cases, parents or children simply defy the requirement to participate. This area is one in which the need for partnership between school and family is greatest. While many schools provide successful alternative programs or absenteeism intervention strategies, there will be cases where, despite the best efforts of schools and parents, the children stay away. It is clear that any unauthorized absence is of concern because of the valuable educational time which is lost and because the absence of some children is associated with inappropriate behavior in the community. Different types of absenteeism will be discussed during this essay bu t the main focus will be directed at truancy in which the causes and remedies will be evaluated. The different types of absenteeism is truancy, exclusion, school closure, school phobia or other absences due to illness or bad behavior (teachers sending pupils out of class due to poor behavior). Although children who are sent outside the class are not entirely absent from the school, this can be identified as absence as they are not participating in class. It seems that none of the various Education Acts defines truancy and nor is this lack supplied the case laws. Nor indeed have the various researchers agreed a definition. Must every child who is absent from school for whatever be classified as a truant? This is the opinion of Reynolds and Murgatroyed (1977 – cited in Galloway, 1985). The definition of truancy can be narrowed down by suggesting that a child who plays truant is absent from school without leave, so excluding those children who are certified or accepted as too il l to attend. This still includes those children who are absent with leave given by their parents or who are actually kept at home by their parents (Galloway (1982)). The definition of truancy can also be narrowed by Tyerman (1968), who reserves the term for children who are absent from school purely on their own initiative (Tyerman This is the definition adopted by Galloway (1985). However, Hersov (1977) goes still further dividing from truants, â€Å"school phobics† and school refusers, many of whom depending on how they are in turn defined will be absent on their own initiative. Since the term has been given different meanings by different writers, the literature cannot be regarded as dealing with an homogeneous subject. Conclusions reached in one study of truants cannot automatically be regarded as supported or disputed by conclusions reached in another. It is clear that care must first be taken to ensure that the same or at least a similar definition has been given to tru ancy. There is a large body of literature, going back at least into the last century seeking to explain truancy in terms of failings among children and their families (eg Kline, 1989; Healy, 1915). In the 1920’s, Burt (Tyerman, 1968) elaborated the first concept of â€Å"school phobia† by describing how some children stayed away from schools that had been used by them and their parents as air raid shelters during the great war. They associated school with fear of death and became â€Å"neurotic† when compelled to go there. During the 1930’s, there were the psychoanalytic theories of Broadwin (Tyerman, 1968), relating truancy to various complexes. These earlier theories were not long accepted, if at all. Broadwin can be criticised for having reasoned from premises that were by no means certain to conclusions that he made little attempt to verify by empirical research. Burt’s earliest concept of school phobia could not have lasted beyond the middle 1 920’s, and may have been an attempt less to explain truancy than to attract larger government funding for it’s treatments through the use of fashionable semi – medical terms. Even so, the tradition was set. Since then, many researchers have devoted themselves to discovering what is wrong with the personalities or backgrounds or both of those children who play truant. It is clear that school phobia was observed as being very different from truancy. It was accepted that the family background of a truant is believed to be equally unfortunate. They are said to come predominantly from poor families, where the father, if actually present and working has a job with low earnings and low status and low security (Tyerman, 1968, Farrington, 1980 ; Reid, 1986). They live usually in the inner cities, in bad and overcrowded properties (Tyerman, 1968; Galloway, 1980). There is a tendency for truancy their parents not to care about functuality or attendance or homework. Other f actors that can lead to truancy is based on unfavorable external circumstances where the educational pressures have been too high for a dull child or where the child’s own expectations are too high and they feel that they are not learning anything at school (Reid, 1986). Whether as by the teachers interviewed by Farrington (1980) we regard truants in a moralistic light, or as the pitiable victims of circumstances, the conclusions reached by this line of research are straight forward. If children play truant, it is because they are for various reasons unable to cope with school. Truancy is their problem, and any attempt to stop them from playing truant must be concerned with readjusting them. However, this whole line research has been challenged. Carroll et al (1977), looking at schools in South Wales, doubt if children or their backgrounds can be the sole or even the principle cause of truancy. Reynolds and Murgatroyed (1977) are careful to show that the schools served a rela tively homogeneous community with very small differences in the social class composition of the people who live in the catchment areas of the different schools. Yet the study finds that patterns of deviancy and attendance vary greatly between different schools within this homogeneous catchment area. The suggestion is that the schools themselves play at least some parts in causing these variable rates. Rutter (1979), investigating 12 Inner London schools reach much the same conclusion. This research has been questioned. Galloway (1985) draws attention to the small numbers of pupils examined in the Carroll study ranging between 17 and 60. His main objection though is that there may have been a significant heterogeneity in the social backgrounds of the children despite the care taken to show their homogeneity. He concedes that there may be some truth in the results but stresses what he believes are the methodological difficulties in demonstrating the differences between schools are due to factors within the schools and not to factors in their catchment areas. â€Å"Another reason, though why such research is often questioned indeed why it forms so small a part of the total of the research into truancy is that it disturbs many of the researchers most basic assumptions. It has been suggested that irrespective of how good the evidence may be, the choice of where mainly to seek evidence has been prompted by considerations other than pure academic curiosity. There is the persistent belief that schooling is good. Reynolds et. Al (1980) suggested how hard it is, on ideological grounds for many educational researchers to accept that it may not be good. This reluctance may at times have been increased by professional self – interest. Reynolds et. al (1980) for example describes how what might have been an interesting survey at how schools generate delinquency was frustrated in the 1971 by the Inner London Educational Authority and the National Union of Teachers wo rking together: non – cooperation, coupled with threats of industrial action ensured that the research was cut short. Yet there is a body of theoretical and empirical literature that looks at school itself as a cause of truancy. Cloward and Ohlin (1961) regard truancy as part of a wider delinquency caused by â€Å"blocked opportunity† within school. Working class children begin their school careers reasonably confident about their aims and ambitions in life but the middle class bias of school tends to denigrate these aims and ambitions and to push others in their place the children dislike but lack the sophistication consciously to examine and reject. The result is a disaffection with school and it’s ideals that can result in delinquency. Cicourel and Kituse (1963) look more to the structure of relationships within school between teachers and pupils, how these progressively erode the self – esteem of working class pupils and produce feelings of inferiorit y that again, lead to delinquent behavior. Such broadly is the view taken by Carson, Gleeson and Wardhaugh (1992). They accept the traditional description of truants as children with what are normally defined as â€Å"problems† but go on to claim that the whole present structure of society, and not only schools are responsible for truancy. In his first study of the subject, O’Keefe (1981) divides truancy into two types. This is â€Å"blanket† truancy, where the child stays completely away from school and which has been the only object of much study. Then there is post – registration truancy where the child is marked officially present at school but is subsequently absent from school / all lessons. He suggests that while no systematic research had yet been done here, such truancy is on a huge scale. Moreover, according to Stoll and O’keefe (1989) the scale of post registration truancy escalated throughout the 1980’s. They cite a spot check wa s repeated on the same pupils. Their average attendance had declined to 61 per cent. Starting in 1985, Stoll and O’keefe headed a three year research project to identify the scale and causes of both blanket and post registration truancy. They concluded that post registration truancy is the most common type and it’s causes are â€Å"principally a curricular issue†. It is clear that various factors encourage truancy and that literature does not point a finger at one particular factor such as ‘social, psychological or institutional). What is important is finding strategies to help deal with truancy and there is clearly a need for changes in the family, school, or social situation in which the child lives to bring about better attendance. Various projects have been implemented by educationalists, social workers, the police, lawyers and other professionals to solve the truancy problem. Remedies used to combat truancy include Whole – school policies and i ntervention schemes, home – school partnership programs, truancy patrols and Care orders. Looking at the Whole – school policies and intervention schemes it is possible to suggest that studies by Jones (1983) and Gupta (1990) which focus on the improvement of school attendance demonstrate the effectiveness of a Whole – school policy. The strategies adopted include an evaluation of the curriculum, providing methods of building up positive self – image, improves interpersonal relationships and responsibility, encourages home – school partnership, providing an effective communication system, effective management of attendance, effective anti – bullying and special educational needs policies and professional development programs. The policies also tend to help those with ‘alternative needs’ who struggle to keep up in class. The policies enforces allowances to be made for individual differences. It caters for the very able, encourage s continuous development of the curriculum, requires differentiation to be practiced with all year groups, puts forward the enhancement of the of all pupil’s achievements, requires an evaluation of the role of the teacher and encourages a flexible approach to learning (Le Riche, 1995). Other school based strategies include managing attendance with reference to the duties of form tutors, subject teachers, the pastoral staff and the senior management team. Other preventative measures include interviewing individual pupils, and providing short and long term counseling sessions for both parents and pupils. Overall it is important to provide an atmosphere of a pupil friendly school so that pupils enjoy being in school and in that way pupils do not avoid school. Home – school partnership programs focuses on the involvement of parents and provides them with the right to be consulted about the development of their children. It is clear that when pupils see the collaboration o f home and school they are likely to cooperate. Home visits take place, there are interview’s with parents and pupils, whole year activities such as assertiveness training, small group work with the educational welfare officer etc. As stated earlier during this essay, the family may be the cause of truancy therefore if the parents are involved and helped then truancy could be remedied. Truancy patrols involves truancy watch schemes. John Patten encouraged education authorities to set up such schemes as he believed that enlisting the help of the local community would reduce the number of truants roaming the streets (Le Riche, 1995). Such a scheme brought about much debate as it was difficult to figure out who can or should approach the young people roaming the streets during school hours. It is obvious that the police are suitable for such a job. Care Orders seems to be effective as it provides young people with the realization that their parents, teachers and EWO’s tak e prompt action when they are caught truanting. Although truancy is not a criminal offence on the child personally but the parents may be prosecuted for failing to ensure their child attends school. Ruddic and Wood (1990) have found court orders to be an extremely effective tool for dealing with the problem of absenteeism in schools. However, Reid (1986) and Harris (1989) regard it as a last resort. Reid’s and Harris’s view suggests that ‘tougher legal sanctions or the greater use of them will not necessarily cause the underlying problems to disappear’ (Reid (1986) and Harris (1989), cited in Le Riche, 1995: 81). In conclusion it would be possible to suggest that truancy is a serious problem that needs to be seriously considered by all members of society. Various causes have been put forward by a large amount of literature. Of course not everyone will agree with the causes mentioned but by examining them there is a possibility that all of them are valid. R emedies that involve the parents seem to be extremely effective as the parent’s awareness can surely play a big part in combating the problem as usually a lot of parents are unaware of their children’s school life. It is also obvious that if the school improves the atmosphere and teaching methods than the pupils are more likely to want to go to school. A good teacher – pupil relationship is also important and can ensure better school attendance Truancy is the first sign of trouble and the first indicator that a young person is giving up and losing his or her way. When pupils start skipping school than they are telling their parent’s, school officials and the community at large that they are in trouble and need help if they are to move forward in life. Bibliography:Tyerman, Maurice J. Truancy. 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How to Upload the Perfect SAT Picture 10 Key Requirements

How to Upload the Perfect SAT Picture 10 Key Requirements SAT / ACT Prep Online Guides and Tips If you're planning to take the SAT, you need to upload a photo of yourself when you register online. Do you know the photo requirements? Did you know that if your picture doesn't meet the SAT photo requirements, you may not be allowed to take the SAT on test day? In this article, I'll thoroughly explain how to make sure that you use an appropriate SAT picture. Also, I'll let you know how to upload your photo, and finally, I'll give you some important tips to remember so you don't have any unforeseen issues test day. Why Do You Need an SAT Picture? The SAT requires a picture to confirm your identity and prevent cheating. The photo requirement ensures that nobody can take the test as somebody else. Your photo will be on your admission ticket and will be checked against your photo ID on test day. Your test center will check to see that the photo and name on your ticket matches the photo and name on your ID, and you should be easily recognizable from your photo. If you don’t have an acceptable photo on your admission ticket, you’re not supposed to be allowed to take the SAT. However, if you’re in 8th grade or below at the time of testing, you don’t have to provide a photo to register. This will be noted on your admission ticket and at the test center. SAT Photo Rules These are the requirements for the photo on your admission ticket. The picture needs to be of you (and only you) and show your entire face (head and shoulders). Here are the specific guidelines: #1: Both of your eyes must be visible. You can’t wear sunglasses or use a picture in which only one of your eyes is showing. Not acceptable #2: You must be the only person in your photo. No group photos, and no photos with your dog. Cute, but not acceptable #3: You have to be recognizable. Make sure that the photo quality is good enough that you’re easily identifiable from your picture. Again, it will be matched with the photo from your ID. #4: You can’t cover your head. You can’t wear a hat or any head covering, unlessit’s for religious purposes. If you wear a religious head covering, you should still show as much of your face as you can. Cool hat, but not cool for your SAT photo #5: You can’t digitally alter your picture. Your picture should look as much like you as possible. Don’t use an Instagram or Snapchat filter. I’m sorry. #6: You must be in focus. No blurry pics. Make sure you’re easily recognizable. Who dat? #7: No dark spots or shadows. Dark spots and shadows will make your face harder to see and recognize. Shadows are bad. Shirts are good. #8: No side profiles. Your face and body should be centered and facing forward. This won't work at all. #9: The pic should be far enough away that your entire face and head can be seen, but close enough that you can’t see more of your body than your shoulders. Way too far #10:To upload your pic, the photo must be in one of these formats: .jpg, .gif, or .png. Fierce and acceptable Tips for Finding or Taking a Picture You can use any recent photo that fits the requirements. School photos or passport photos are likely to work. If you have a physical copy of a photo you want to use, you can scan it and use the picture. Make sure that the scan is high-quality and clear, however. Additionally, when you register online, you can link to your Facebook to add a photo. You’ll be able to crop your pic, but you'll still need to make sure it meets the requirements. Finally, you can always take a new picture. A selfie may work, but it will probably be easier to get a photo that meets all the requirements if you have somebody else take a picture of you. I recommend standing against a blank wall in bright ligh - it might not be the most flattering, but it will ensure your photo follows the rules! If you're taking a photo with a cell phone, the phone should be held vertically. How to Upload Your SAT Picture The SAT photo upload process is pretty simple. If you register online, you’ll upload a digital photo. If you’re using a picture that’s on a phone or camera, you can upload the photo directly from your device, or you can save it on your computer first. To transfer a photo from your device, plug the appropriate USB cord into your computer and phone or camera. Additionally, if you’re transferring your picture from a phone, you can also e-mail the photo to yourself from your phone, and open up the e-mail and picture on your computer. Then, save the picture to your computer. If you have a paper photo, you can scan it and then save it on your computer. After you scan your photo, confirm thatit's of high enough quality to use. You need to be easily identifiable from your picture. When you’re registering, you’ll have the option to upload a photo from your computer or from Facebook. Here's what the SAT photo upload page looks like: Choose the option that you prefer. If you click "Upload from my computer," the files from your computer will appear on your screen. Double click on the picture you want to use, and it will appear in the shaded box. Then, you can crop or rotate your photo to ensure it meets the requirements. Once you're done editing your picture, click "Save Image." If you click "Upload from Facebook," your Facebook photos and albums will appear. Click on the photo you want to use. Again, the picture will appear in the box, and you'll have the option to crop and rotate before you save the image. Just so you can see what it looks like, I selected one of my Facebook photos (a sassy selfie): After clicking "Save Image," you'll see how the photo will look on your admission ticket. If you're satisfied with how your picture looks, you can continue with the registration process. If not, you can select "Upload New Photo." Common Issues and Important Things to Remember The College Boardis so particular about admission tickets and the photos on your admission tickets because these are security measures to help maintain the integrity of the test. You need to follow all the rules so that you’re able to take the test and receive a valid score. Here are some very important reminders for you: Make sure the name on your admission ticket matches the name on your photo ID. Your picture and name from your photo ID is compared to the picture and name on your admission ticket to confirm your identity. If there’s a different name on your ID, the test center won’t be able to effectively confirm your identity and you could be barred from taking your test. When you register online, enter your name exactly as it appears on your ID. Don’t use a nickname or any other name. Don’t forget your admission ticket or photo ID. If you don’t bring your ticket or ID, you won’t be allowed to take the test. The night before, lay out all the stuff you need on test day. You can even make a checklist of things to bring, and make sure you have everything before you head to the test center. Only bring an SAT-approved calculator. You can only use a calculator on one of the two Math sections, and there are restrictions on the types of calculators you can use. Read our article on calculators for more information. Make sure you follow all SAT rules and regulations. The SAT is strict about its rules. Don’t test them. Don’t discuss specific questions while you’re on break or after the test. Only work on the section you’re supposed to be working on. Don’t keep working on a section after time expires. Read ourarticle on SAT rules for thorough information about the rules you need to follow. If you break any of these rules, your score may be cancelled. And if you’re caught cheating, you could be prosecuted. What's Next? Do you need to take the SAT essay? Before you register, find out which colleges require the SAT essay? Are you wondering what SAT score you need to get into your dream college? Check out this article. Finally, if you're preparing for the exam, learn how to ace the SAT. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: