Literaturnachweis - Detailanzeige
| Autor/inn/en | Allen, Chiharu S.; Chen, Qi; Willson, Victor L.; Hughes, Jan N. |
|---|---|
| Titel | Quality of Research Design Moderates Effects of Grade Retention on Achievement: A Meta-Analytic, Multilevel Analysis |
| Quelle | In: Educational Evaluation and Policy Analysis, 31 (2009) 4, S.480-499 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3737 |
| DOI | 10.3102/0162373709352239 |
| Schlagwörter | Research Design; Grade Repetition; Academic Achievement; Effect Size; Meta Analysis; Predictor Variables; Comparative Testing; Educational Quality; Evidence; Literature Reviews; Statistical Bias; Research Methodology; Regression (Statistics) |
| Abstract | The present meta-analysis examines the effect of grade retention on academic outcomes and investigates systemic sources of variability in effect sizes. Using multilevel modeling (MLM), the authors investigate characteristics of 207 effect sizes across 22 studies published between 1990 and 2007 at two levels: the study (between) and individual (within) levels. Design quality is a study-level variable. Individual-level variables are median grade retained and median number of years postretention. Quality of design is associated with less negative effects. Years postretention is negatively associated with retention effects, and this effect is stronger for studies using grade comparisons versus age comparisons. The results challenge the widely held view that retention has a negative impact on achievement. Suggestions for future research are discussed. (Contains 4 tables and 4 notes.) (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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