Elementary Grade Retention Policies and Teachers' Perceptions on Retention Practices and Interventions

Autor/in	Carrasco-Tolentino, Sheril
Titel	Elementary Grade Retention Policies and Teachers' Perceptions on Retention Practices and Interventions
Quelle	(2017), (192 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Azusa Pacific University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-4351-0
Schlagwörter	Hochschulschrift; Dissertation; Teacher Persistence; Intervention; School Districts; Elementary Schools; Student Promotion; Grade Repetition; Instructional Program Divisions; School Personnel; Student Evaluation; Qualitative Research; Criteria; State Policy; Teacher Attitudes; Student Needs; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School district; Schulbezirk; Elementary school; Grundschule; Volksschule; Support of studies; Studienförderung; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Schulpersonal; Schulnote; Studentische Bewertung; Qualitative Forschung; Lehrerverhalten; Kalifornien
Abstract	This study examined the retention policies, practices, and interventions in school districts in 4 counties in Southern California. It was based on a study conducted by Olds (2008). A content analysis of retention policies and practices in 9 elementary (K-6) districts found that districts used the state's Pupil Promotion and Retention regulations as a basis for their school board promotion and retention policies, which generally included the major components found in the education code: grade levels, school personnel, assessments, and the process required for retention. Eleven teachers with experience in kindergarten through sixth grade participated in a 3-pronged qualitative investigation to answer the research questions: How are students identified for possible retention (criteria used) and how does the approach used relate to retention guidelines in the state education code; what is the nature of interventions provided for students before retention or during the retention year; and what are teachers' perspectives and perceptions regarding the most effective ways to address the needs of students who have been retained or are being considered for retention? An Interview Protocol, Sentence Completion Activity, and Self-Ranking Scale were used to gather and triangulate the data. Four themes emerged: (a) Comprehensive data based on the state education code are collected before a group decision is made, (b) Interventions are distinguished by their purpose and their implementation, (c) Interventions allow for individualized attention and retention allows for more time for social and academic development, and (d) Ineffective or inappropriate interventions and retention can lead to negative affective and academic effects. Interventions provided by districts demonstrated an array of program structures: in-class, out-of-class, before- and after-school, and summer school. Teachers considered individualized differentiated instruction provided in small groups or with one-to-one tutoring as the most effective interventions. Conversely, whole group with non-differentiated instruction was considered least effective. Study participants were mixed in their views regarding retention. Some believed retention was helpful if implemented appropriately and with the proper interventions, while others did not consider retention to be an effective practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01