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Stakeholders' Perceptions on Mandated Student Retention in Early Childhood.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Stakeholders' Perceptions on Mandated Student Retention in Early Childhood./
作者:	Mankins, Jennifer K.
面頁冊數:	1 online resource (149 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Elementary education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355319590

Stakeholders' Perceptions on Mandated Student Retention in Early Childhood.
Mankins, Jennifer K.

Stakeholders' Perceptions on Mandated Student Retention in Early Childhood. - 1 online resource (149 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

Reading is one of the primary goals of the early elementary grades. When students start to struggle with this complex skill, educators and parents search for solutions to rectify quickly mounting gaps before a child falls too far behind. In the State of Oklahoma, lawmakers have passed a law requiring mandatory 3rd grade retention for students who do not pass the state reading test. The purpose of this qualitative case study was to examine the perceptions of stakeholders who had experienced implementation of mandated student retention in early childhood. The study is informed by Bourdieu's cultural capital theory of social distinctions, Bloom's taxonomy theory, and Festinger's social comparison theory. Seventeen participants, including 2 parents, 8 teachers, and 7 administrators, took part in face-to-face interviews and focus groups to provide data on 3rd graders in 4 schools in an Oklahoma district. Responses from interviews and focus groups were audiorecorded, transcribed, and coded for themes. Nine themes emerged from data analysis. These themes reflected participants' concern for the potential damage to students' self-esteem, an increase in dropout rates, and that the 3rd grade is too late for retention. On the positive side, participants indicated mandatory retention permitted retention that had been previously refused, and provides time for maturity, as well as the opportunity for success for struggling students. However, study participants also opined that mandatory retention created new challenges for students, teachers, and schools. Findings guided the development of a policy recommendation to create social change within the participating district, empowering educators to help parents better understand this law and prepare their children for the 3rd grade assessment by outlining a plan for early identification and creating programs for struggling students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355319590Subjects--Topical Terms:

1148439
Elementary education.
Index Terms--Genre/Form:

554714
Electronic books.

Stakeholders' Perceptions on Mandated Student Retention in Early Childhood.
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