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dc.contributor.advisorGrant, Robert T.en_US
dc.contributor.authorFotheringham, Steven Craig.
dc.creatorFotheringham, Steven Craig.en_US
dc.date.accessioned2011-10-31T17:23:51Z
dc.date.available2011-10-31T17:23:51Z
dc.date.issued1990en_US
dc.identifier.urihttp://hdl.handle.net/10150/184967
dc.description.abstractThis study explored the relationship between L.D.S. seminary discontinuation and the characteristics of individual dropouts. It also sought to identify distinguishing characteristics of students who continue enrollment in seminary. The seminary teachers and the program itself were considered for their impact on a student's decision to continue attendance. Major factors such as peer associations, Priesthood involvement, parental influence and recruitment practices were considered. The roll of public school academic requirements in connection with premature seminary dissociation were also investigated. Initially a sample of dropout and continuing students form Southern Arizona were interviewed using an open-ended, semi-structured format. This process elicited data in four major domains: (1) discriminating personal characteristics; (2) external factors; (3) structural factors; and (4) church related factors. The responses were analyzed and used to develop a second questionnaire. This second survey was then administered to a larger sample of dropout and continuing students throughout Arizona.
dc.language.isoenen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectDropoutsen_US
dc.subjectMotivation in religious educationen_US
dc.titleL.D.S. seminary dropouts in Arizona, an analysis of the class of 1989.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.identifier.oclc703632484en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberSacken, Donal M.en_US
dc.contributor.committeememberNewlon, Betty J.en_US
dc.identifier.proquest9022105en_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.nameEd.D.en_US
refterms.dateFOA2018-06-05T21:55:45Z
html.description.abstractThis study explored the relationship between L.D.S. seminary discontinuation and the characteristics of individual dropouts. It also sought to identify distinguishing characteristics of students who continue enrollment in seminary. The seminary teachers and the program itself were considered for their impact on a student's decision to continue attendance. Major factors such as peer associations, Priesthood involvement, parental influence and recruitment practices were considered. The roll of public school academic requirements in connection with premature seminary dissociation were also investigated. Initially a sample of dropout and continuing students form Southern Arizona were interviewed using an open-ended, semi-structured format. This process elicited data in four major domains: (1) discriminating personal characteristics; (2) external factors; (3) structural factors; and (4) church related factors. The responses were analyzed and used to develop a second questionnaire. This second survey was then administered to a larger sample of dropout and continuing students throughout Arizona.


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