A Double Method Approach for a Double Need: To Describe Teachers' Beliefs about Grade Retention, and To Explain the Persistence of These Beliefs.

Autor/in	Pouliot, Louisette
Titel	A Double Method Approach for a Double Need: To Describe Teachers' Beliefs about Grade Retention, and To Explain the Persistence of These Beliefs.
Quelle	(1999), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Failure; Attitude Change; Elementary Education; Elementary School Students; Elementary School Teachers; Foreign Countries; Grade Repetition; Kindergarten Children; Preschool Teachers; Student Promotion; Teacher Attitudes; Canada + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Support of studies; Studienförderung; Lehrerverhalten; Kanada
Abstract	This study used a double method approach to examine Quebec kindergarten and elementary school teachers' beliefs about grade retention. The research combined a quantitative approach, in which 227 teachers responded to a questionnaire, with a qualitative study of a selected sub-sample of 12 teachers holding opposite beliefs about grade retention. Analysis of the questionnaire data indicated that teachers at all grade levels believed that retention was an acceptable school practice and an effective means of preventing students from facing daily failure in the next higher grade. Most teachers believed that retention did not harm students' self-concept, though they were not sure about this effect on students in higher grades. The interviews offered an explanation of the persistence of teachers' beliefs about retention. The results found that beliefs were rooted in the culture of the school curriculum. Those who believed in retention felt that schools should reach the goal of instruction rather than global development of all students. They believed that programs should remain the same for all students, and groups of students should be formed homogeneously. They had a tendency to use summative rather than formative evaluation. (Contains 20 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC