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This study measures absenteeism rates across groups in a large Western Australian university School of Education and analyzes pre-service teachers’ self-reported reasons for missing scheduled sessions.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/australian-journal-of-teacher-education-vol-36-april-2011/594432/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-vol-36-april-2011/594432.png","ImageObject",300,407,{"name":42,"@type":43},"Aldword","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the study examine about pre-service teachers’ attendance?","Question",{"text":62,"@type":63},"The study investigates absenteeism rates among different groups of pre-service teachers and examines their self-reported reasons for missing lectures and tutorials.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which factors influence attendance at lectures and tutorials?",{"text":67,"@type":63},"Attendance and reasons for absence at lectures vary by demographic factors such as age, paid employment, entry pathway, course, mode of study, and year level. Tutorial attendance is affected by the same factors, except year of study (first to fourth) does not appear to influence it.",{"name":69,"@type":60,"acceptedAnswer":70},"How is the relationship between attendance and achievement addressed?",{"text":71,"@type":63},"The study interrogates whether attendance relates to achievement, noting that prior research is inconsistent and that causality direction may be questioned.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594432,1792167576,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","􀀂􀀓􀀑􀀒􀀐􀀆􀀍􀀌􀀆􀀎 􀀄􀀏􀀓􀀐􀀎􀀆􀀍 􀀏􀀊 􀀅􀀉􀀆􀀇􀀋􀀉􀀐 􀀃􀀈􀀓􀀇􀀆􀀒􀀌􀀏􀀎  \n\n| 􀀞-*2+$ 􀀌􀀎 6 􀀖002$ 􀀍 | 􀀒/1'\"*$ 􀀌 |\n| --- | --- |\n| 􀀋􀀉􀀊􀀊\u003Cbr>􀀊􀀙􀀑􀀂􀀚􀀑􀀙􀀝􀀓􀀏􀀑 􀀋􀀑􀀎􀀏􀀒􀀑􀀙􀀚 􀀅􀀛􀀛􀀑􀀖􀀐􀀎􀀖􀀏􀀑 􀀎􀀛 􀀈􀀑􀀏􀀛􀀜􀀙􀀑􀀚 􀀎􀀖􀀐􀀋􀀜􀀛􀀗􀀙􀀓􀀎􀀕􀀚􀀃 􀀍􀀒􀀞 􀀆􀀗􀀖 􀀛 􀀋􀀒􀀑􀀞 􀀋􀀜􀀙􀀖 􀀌􀀘􀀄\u003Cbr>􀀇􀀙􀀎􀀏􀀑 􀀉􀀎􀀔􀀕􀀑􀀞\u003Cbr>􀀆􀀐􀀎􀀖􀀋􀀒􀀓􀀎􀀔􀀗 􀀑􀀌 􀀇􀀋􀀓􀀔􀀋􀀒􀀐 􀀂􀀕􀀓􀀔􀀒􀀈􀀏􀀎􀀈􀀅 %/ \"$􀀇- )*$5􀀑24 􀀇$\\#2􀀇 2 |  |\n\n􀀛$\"-++$,\\#$\\# 􀀓'1 1'-,  \n􀀙 )*$5􀀅 􀀕/ \"$ 􀀃􀀋􀀉􀀊􀀊􀀄 􀀂􀀚/$􀀆0$/3'\"$ 􀀜$ \"&$/07 􀀒11$,\\# ,\"$ 1 􀀘$\"12/$0 ,\\# 􀀜21-/' *0􀀏 &5 􀀔-,71 􀀜&$5 􀀜2/, 􀀝.􀀐􀀅􀀂 􀀂􀀕􀀓􀀔􀀒􀀈􀀏􀀎􀀈􀀐 􀀄􀀑􀀕􀀒􀀐􀀈􀀏 􀀑􀀌􀀅􀀋􀀈􀀉􀀍􀀋􀀒 􀀃􀀊􀀕􀀉􀀈􀀔􀀎􀀑􀀐􀀏 􀀞-*􀀇 􀀌􀀎􀀏 􀀖00􀀇 􀀍􀀅 􀀒/1'\"*$ 􀀌􀀇  \n􀀒3 '* !*$ 1􀀏 &11.􀀏􀀈􀀈/-􀀇$\"2􀀇$\\#2􀀇 2􀀈 (1$􀀈3-*􀀌􀀎􀀈'00􀀍􀀈􀀌  \n􀀜&'0 􀀗-2/, * 􀀒/1'\"*$ '0 .-01$\\# 1 􀀛$0$ /\"& 􀀙,*',$􀀇&11.􀀏􀀈􀀈/-􀀇$\"2􀀇$\\#2􀀇 2􀀈 (1$􀀈3-*􀀌􀀎􀀈'00􀀍􀀈􀀌  \nAustralian Journal of Teacher Education  \nPre-service Teachers’Attendance at Lectures and Tutorials:  \nWhy Don’t They Turn Up?  \nGrace Oakley  \nUniversity of Western Australia  \nJUDFH􀀑RDNOH\\\\#XZD􀀑HGX􀀑DX  \nGraeme Lock  \nFiona Budgen  \nBrenda Hamlett  \nEdith Cowan University  \nAbstract: Research indicates that attendance at lectures  \nand tutorials is associated with university students’ level  \nof success and satisfaction, and pre-service teachers’  \nrelatively low levels of attendance at scheduled classes is  \nof significant concern to many lecturers. However, little  \nresearch has been undertaken to investigate the factors  \nassociated with absenteeism among pre-service teachers.  \nThis study investigates rates of absenteeism among  \ndifferent groups of pre-service teachers in a large School  \nof Education in a Western Australian university and  \nconsiders pre-service teachers’ self-reported reasons for  \nbeing absent from lectures and tutorials. The results show  \nthat levels of attendance and reasons for absence at  \nlectures vary according to demographic factors such as  \nage, paid employment, entry pathway, course, mode of  \nstudy and year level of study. Level of attendance at  \ntutorials is affected by the same factors, except that the  \nyear of study (first, second, third or fourth) does not  \nappear to be an influence. The relationships between  \nattendance and achievement are also interrogated.  \nIntroduction  \nThe context  \nThe School of Education concerned is one of the largest in Australia and offers both undergraduate and graduate diploma programs for pre-service teachers in Early Childhood Studies, Primary, K-7 and Secondary.  \nPrimary modes of delivery are face-to-face lectures (normally one hour) plus face-to-face tutorials (two hours), which are supplemented by online materials on the Learning Management System (LMS), BlackBoard™ . There is some variation in the ways that individual unit coordinators use BlackBoard™, but it is mostly used as a repository for lecture notes, PowerPoint™ slides and workshop materials. Many unit coordinators also make use of the bulletin board  \nVol 36, 5, April 2011 31  \nAustralian Journal of Teacher Education  \nfeature (asynchronous communication) and some podcast their lectures, post interactive quizzes and provide links to videos, articles and other activities on the Internet.  \nThe literature  \nConcerns held by university lecturers about student absenteeism are nothing new and student attendance has been an issue for decades, if not centuries (Massingham & Herrington, 2006) . Romer (1993) asked the three questions: What is the extent of absenteeism; what impact does it have on learning, and; should anything be done about it? It seems that, more than fifteen years later, very similar questions are still being asked, even though the teaching and learning context has changed a great deal. During recent years there have been considerable shifts in student characteristics and expectations due to widened higher education participation and other social, political and economic changes, as well as developments in the ways in which course content can be delivered with the availability of increasingly sophisticated Information and Communication Technologies (ICTs) .  \nAbsenteeism from lectures and tutorials is a source of concern to teacher educators for several reasons, not least","cbCaikYzGcIPZZQC","https://ap.wps.com/l/cbCaikYzGcIPZZQC","pdf",168930,18,"English","# Abstract\n# Introduction\n## The context\n## The literature\n# Attendance and achievement relationships","[{\"question\":\"What does the study examine about pre-service teachers’ attendance?\",\"answer\":\"The study investigates absenteeism rates among different groups of pre-service teachers and examines their self-reported reasons for missing lectures and tutorials.\"},{\"question\":\"Which factors influence attendance at lectures and tutorials?\",\"answer\":\"Attendance and reasons for absence at lectures vary by demographic factors such as age, paid employment, entry pathway, course, mode of study, and year level. Tutorial attendance is affected by the same factors, except year of study (first to fourth) does not appear to influence it.\"},{\"question\":\"How is the relationship between attendance and achievement addressed?\",\"answer\":\"The study interrogates whether attendance relates to achievement, noting that prior research is inconsistent and that causality direction may be questioned.\"}]","Australian Journal of Teacher Education - Vol 36 - April 2011 | PDF",1792079151,45]