• Corpus ID: 141223475

Grade retention as perceived by kindergarten through third grade teachers

@inproceedings{Pettay2010GradeRA,
  title={Grade retention as perceived by kindergarten through third grade teachers},
  author={Brittany Leigh Pettay},
  year={2010}
}
Grade Retention as Perceived by Kindergarten through Third Grade Teachers Brittany Leigh Pettay This study examined the attitudes of kindergarten through third grade teachers regarding academic, emotional and social effects of grade retention, in addition to alternative interventions to retention. The teachers were asked to take part in a survey on grade retention as an intervention. After completing the initial survey, teachers were then asked to read an article entitled, “Grade Retention and… 

Tables from this paper

An Investigation into Primary School Teachers’ Perceptions of Grade Repetition as a Corrective Strategy for Low Academic Achievement
An Investigation into Primary School Teachers’ Perceptions of Grade Repetition as a Corrective Strategy for Low Academic Achievement Victoria Avian Rajkumar This qualitative case study investigated
Teacher Beliefs Regarding Grade Retention in an Urban Elementary School
TLDR
This book aims to provide a history of comparative literature and its reception in the 21st Century by exploring its roots as well as its application in the context of modern literature.

References

SHOWING 1-10 OF 23 REFERENCES
Grade Retention as Perceived by Principals
This study examined the perceptions of principals regarding academic, social, or emotional outcomes and alternative interventions to grade retention. The principals were asked to respond to the
Unraveling Teachers’ Beliefs About Grade Retention
A multimethod approach was used to examine teachers’ beliefs about retention in grades K–7. Questionnaire responses indicated that teachers at all grade levels believe retention is an acceptable
Flunking Grades: Research and Policies on Retention
A meta-analysis of research on grade retention, C.T.Holmes a review of research on kindergarten retention, L.A.Shepard academic and emotional effects of kindergarten in one school district,
Early childhood education teachers: Do they practice what they preach?
Elementary Teachers' Beliefs and Knowledge about Grade Retention: How Do We Know What They Know?.
Introduction Years of research have shown that retention provides limited academic advantages to students (McCoy & Reynolds, 1999; Meisels & Liaw, 1993; Reynolds, 1992; Shepard & Smith, 1989), and
Meta-analysis of Grade Retention Research: Implications for Practice in the 21st Century
Abstract Retaining a child at grade level has become increasingly popular, consistent with the emphasis on accountability and standards in elementary education. This article provides a comprehensive
Student Retention Policy: The Gap Between Research and Practice
Abstract A randomly selected national sample of 880 first and fifth grade teachers reported their perceptions of student retention. The overall finding was that there exists an unwritten policy among
Grade Retention and Promotion.
This Digest reviews the historical backiround on grade retention and promotion and examines research, criteria, and policies concerning these options. The historical overview points out changes in
State of the Union Address
A television system in which, at both the transmitting end and the receiving end, the picture is scanned by an undulating scanning beam which during each horizontal scanning period scans picture
Educational Statistical Summary
  • Promotion and Retention by Grades Public Schools 2008-2009. Retrieved January 21, 2010, from http://wveis.k12.wv.us/ses/StatSum/enroll10_p_r.cfm?sy=09
  • 2010
...
1
2
3
...