Date of Award

2011

Degree Name

School Psychology

College

Graduate School of Education and Professional Development

Type of Degree

Ed.S.

Document Type

Thesis

First Advisor

Fred Jay Krieg

Second Advisor

Sandra S. Stroebel

Third Advisor

Stephen O'Keefe

Abstract

The purpose of this study was to determine if exposure to a research-based presentation on grade retention, including the academic, socio-emotional and behavioral outcomes, would yield a change in teacher beliefs regarding retention as an intervention strategy. Teachers from a small urban school district were asked to complete a presurvey, view a research-based online presentation on grade retention and complete a postsurvey. Results from this research revealed that teachers' beliefs regarding grade retention significantly changed after viewing a research-based online presentation on topic. Results also indicated that, not only was there a change of overall participants, but there was a difference between the beliefs of teachers who taught grades K-1 and teachers who taught grades 3-4 according to mixed model ANOVA and ANCOVA results. In addition, this study revealed that, even in a district where retention is not a common practice, there is room to educate on the topic of grade-level retention.

Subject

Grade repetition

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