This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, som e thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer.The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction.In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps.Photographs included in the original manuscript have been reproduced xerographically in this copy.Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. ABSTRACTA sub-group of learners among at-risk students is becoming familiar to teachers of senior secondary grades. It consists of students who are apparently academically capable and who do not exhibit most of the identifying characteristics of at-risk students, chronic underachievers or dropouts. However, these students become at risk of not completing their secondary school education, or of inadequate preparation for post-secondary education or rewarding careers, in spite of demonstrated academic capability. Following academic success in the elementary and junior secondary grades, th^ perform at failing or near-fading levels in core subjects in senior secondary grades. The goal of this study has been to understand these students bettCT and to suggest ways in which they might be supported within the school system. Three students who fit criteria describing academically capable at-risk senior secondary students were interviewed extensively and the information they provided was coded into 17 descriptive categories. The data were then compared across aU three students and across descriptive categories and organized into three overarching pattern categories.This research examines the students' schooling experiences as described in interviews and their notions of how those experiences have influenced them to make the learning behaviour choices they have made, and it relates those behaviour choices to achievement motivation theory. Analysis of the students' perceptions of their schooling experiences has identified educational practices and factors which the students believe have significant impact on their achievement. These student perceptions are consistent with findings reported in the achievemait motivation research literature. Directions for establishing curriculum, instruction and administrative routine...
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