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dc.contributor.author Rokosh, Rhonda Marie en_US
dc.date.accessioned 2007-05-15T15:29:39Z
dc.date.available 2007-05-15T15:29:39Z
dc.date.issued 1997-06-01T00:00:00Z en_US
dc.identifier.uri http://hdl.handle.net/1993/1125
dc.description.abstract The focus of this study centered on establishing the usefulness and appropriateness of a personal futures planning process for six secondary students labelled at-risk. The personal futures planning tool, Planning Alternative Tomorrows with Hope (PATH) developed by Pearpoint, O'Brien, & Forest (1991), typically used with students with special needs, was implemented with students identified by their high school resource teacher and guidance counsellor as being mildly, moderately or severely at-risk of not graduating from high school. The intent of the study was to determine, (a) the appropriateness of the PATH process for this particular group of students, and (b) the value of the various steps in PATH. The participants in this study were all senior high school students. Four female and two male students participated in the study. Two were classified as severely at risk of not graduating, two moderately at risk, and two mildly at risk. The findings of this study suggest that PATH is a useful, positive method of personal planning for this group of students. It allowed the students to identify their own goals and the time frames by which their goals be accomplished. It proved to be an appropriate and useful planning tool when used to help at-risk students plan for their futures in a positive way. (Abstract short ned by UMI.) en_US
dc.format.extent 8051993 bytes
dc.format.extent 184 bytes
dc.format.mimetype application/pdf
dc.format.mimetype text/plain
dc.language en en_US
dc.language.iso en_US
dc.rights info:eu-repo/semantics/openAccess
dc.title Transition planning for at-risk students en_US
dc.type info:eu-repo/semantics/masterThesis
dc.type master thesis en_US
dc.degree.discipline Educational Administration, Foundations and Psychology en_US
dc.degree.level Master of Education (M.Ed.) en_US


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