Abstract
Purpose. The purpose of this study was to identify an inventory of holding power practices applicable to independent study programs and to determine the most important holding power practices that independent study staff can use with their students to increase the probability of their successful completion of high school. This study, a modified replication of Mario Johnson's dissertation, "Holding Power" Practices Continuation High School Principals Can Use to Keep Students in School Until Successful Completion, also compared the most important holding power practices lists from both studies. Methodology. An Expert Delphi Panel was used as the method for collecting the research data through three rounds of questionnaires. This Expert Panel consisted of 60 members: 30 on-site independent study supervisors, 10 principals of high achieving high schools, 10 representatives from other alternative programs, and 10 authorities on self-esteem. Each of the three iterations served a unique purpose: Round One, Holding Power Practices List Formation; Round Two, Valuation of Holding Power Practices List; and Round Three, Consensus Approximation on the Most Important Holding Power Practices. Magnitude Estimation Analysis was used as the scaling method for Rounds Two and Three. Findings/conclusions. The personal and caring relationship established between the independent study staff members and each student is the key that allows the most important holding power practices, identified in this study, to help the at-risk student find educational success. These top eight practices primarily dealt with the affective domain. They were concerned with concept of self-worth, caring relationship with staff member, sense of belonging, development of a support system, self-discipline, respect for others, praise and encouragement by staff members, and personal development skills. Recommendations. Educators should adopt a pro-active role in striving to meet the multiple needs of potential dropouts. Education needs to become more personal and more humanistic with the emphasis on affective concerns. Teachers should learn to view their students holistically: attend to the total student, meet academic and personal needs, and work with the significant individuals involved in the student's life. Independent study personnel should implement the top holding power practices identified in this study.