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Social promotion or retention? Facto...

Groom, Ileetha Brooks.

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Social promotion or retention? Factors that influence committee decision.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Social promotion or retention? Factors that influence committee decision./
作者:	Groom, Ileetha Brooks.
面頁冊數:	169 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4336.
Contained By:	Dissertation Abstracts International71-12A.
標題:	Education, Policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3425903
ISBN:	9781124279664

Social promotion or retention? Factors that influence committee decision.
Groom, Ileetha Brooks.

Social promotion or retention? Factors that influence committee decision. - 169 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4336.

Thesis (Ph.D.)--North Carolina State University, 2010.

The purpose of the research presented here is to identify which factors school level practitioners consider in deciding whether to retain or promote a student and to ascertain their knowledge of and training in retention research. This research illuminates the process of determining which students are promoted and which are retained, and the results will generate a theory that school administrators may use to establish policies and guidelines to assist promotion-retention committees in better serving students below grade level.

ISBN: 9781124279664Subjects--Topical Terms:

1669130
Education, Policy.

Social promotion or retention? Factors that influence committee decision.
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500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4336.
500 $a Adviser: Paul Bitting.
502 $a Thesis (Ph.D.)--North Carolina State University, 2010.
520 $a The purpose of the research presented here is to identify which factors school level practitioners consider in deciding whether to retain or promote a student and to ascertain their knowledge of and training in retention research. This research illuminates the process of determining which students are promoted and which are retained, and the results will generate a theory that school administrators may use to establish policies and guidelines to assist promotion-retention committees in better serving students below grade level.
520 $a The data were gathered using focus group methodology to interview promotion-retention committees. Interviews were used to uncover what practitioners think and how their committees function. Committee member perceptions were examined to determine their effect on the decision making process. Document analysis also shed light on the training, guidance, and resources that influenced committee members' recommendations for intervention as well as retention. The data were analyzed using grounded theory. This approach involved formulating initial categories about retention by dividing information into dominant themes (Creswell, 1998). Record analysis of state and local policies and reports was used to correlate themes to support the emerging theory.
520 $a The responses from the research questions and record analysis were organized into two major categories: Committee Composition and Function and Retention Procedure and Documentation. These categories along with the North Carolina's ABCs of Accountability were filtered through the funnel of grounded theory methodology and yielded the five major themes for factors considered in the decision to promote or retain: (1) Child Specific Circumstances; (2) Social Considerations; (3) Attendance; (4) Organized Intervention Strategies; (5) Parental Support for Retention. The five themes form the basis for an emerging theory that can best guide a promotion retention committee when making individual decisions that are in the best interest of the child.
520 $a The final level of analysis in grounded theory produced a completed conditional relationship guide. After analyzing the data, I derived a series of plausible relationships between concepts. As the research neared completion, the newly developed theory was articulated in the form of propositions.
520 $a The theory articulated by the propositions below form the proposed basis for a LEA policy based on grounded theory as applied to this study. Guidance for a promotion retention committee should be developed at the LEA level and be in compliance with the ABC Accountability model. This policy calls for combined effort on behalf of the committee, parents, and teachers. The policy should include: (1) Establishment of a standing multidisciplinary committee; (2) Requirement that the classroom teacher participate in the committee; (3) Required detailed screening similar to the EC referral screening to ascertain the child's specific circumstances and well as social considerations; (4) Close monitoring of attendance and opportunities to make up missed work; (5) Professional development for entire certified staff regarding promotion and retention research including local data (including longitudinal data on retained students); (6) Timeline for the process that begins at the end of the first quarter when parents are notified; (7) Requirement for teachers to complete a Personalized Education Plan (PEP) utilizing a comprehensive list of school and grade specific strategies developed by the reading specialist and curriculum specialist; (8) Limitation of retentions to one in grades K-5 and one in grades 6-12; (9) Monthly Parent Information Series to inform parents about their students' performance and progress as well as offer specific strategies and resources parents can use with the child to improve academic performance.
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