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Record identifier : 568900
Personal Name - Primary Intelectual Responsibility : Roberts, Dianna Cherie
Title and statement of responsibility : Perceptions of educators on grade retention: A qualitative study [Thesis]
Publication, Distribution,Etc. : Marywood University, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , Marywood University
Summary or Abstract : During the 1860s, it became a common practice to place United States elementary children in comparable age related grade levels; then promotion to the next grade level became dependent upon the mastery of that grade level's subject material (Owings & Magliaro, 1998). Those students who did not master the material were required to repeat that grade level. Thus retention, historically speaking, was used as a method of "reducing skill variance in the classroom in an attempt to better meet student needs" (Owings & Magliaro, 1998, p. 87).According to the research by Owings & Kaplan (2001) and Jimerson & Kaufman (2003), having students repeat a grade level does not increase their level of mastery. These researchers also report on the negative aspects of retention such as lower self-esteem, socialization issues and the higher probability of dropping out of school. If this is the case, then why do teachers and administrators continue with this practice of retention?This qualitative study, through the use of interviews, examined the perceptions of educators on the topic of grade retention. From the transcript analyses of the interviews with teachers, guidance counselors and administrators, five themes evolved: reasons for considering retention, rationales for retention, educational/personal perspectives, factors that influence when to retain, and retention versus social promotion. The nineteen respondents believed that the primary grades would be the optimal time in a child's schooling for retention. These participants also suggested that allowing social promotion did not teach a student responsibility or accountability for their education. Finally, several participants suggested that society does not view retention in the same way that educators view it: as an opportunity to grow in maturity, build a stronger academic base and/or as a chance to improve academically.Within this study is a suggested model for an alternative to retention. A support team would be established to offer counseling and academic support. It is also suggested that the retained student's school day be revised to provide instruction in the retaining grade and the grade to which the student would be promoted..
Information of biblio record : TL
 
 
 
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