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dc.contributor.advisorGross, Steven Jay
dc.creatorFeldman, Rachel B.
dc.date.accessioned2020-10-26T18:25:51Z
dc.date.available2020-10-26T18:25:51Z
dc.date.issued2009
dc.identifier.other864884668
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1201
dc.description.abstractThis study examines primary grade retention as it is utilized in one suburban school district as an intervention for low achievement. Since as early as the late 1800's, educators have been struggling with the solution for students who do not demonstrate readiness for grade promotion. Grade retention is one of the practices that has been utilized in an effort to give students added time to prepare for the next grade level. This researcher collected and analyzed data on the experiences of a sample of six kindergarten, first, and second grade students who are repeating their respective grade level. The data for this qualitative study have been presented through classroom observations, parent and teacher interviews, and document review. The patterns that resulted from the data collection and analysis have provided insight into the factors that influence a student's experience with grade retention. This study explored the influential components of a primary grade retention program with recommendations for practical application in the field and future research in this area.
dc.format.extent126 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation, Elementary
dc.subjectEducation, Early Childhood
dc.subjectEducation, General
dc.subjectAcademic Intervention
dc.subjectDevelopmental Readiness
dc.subjectGrade Retention
dc.subjectPrimary Grade Retention
dc.subjectRetention
dc.subjectSocial Promotion
dc.titleThe Second Year: A Qualitative Case Study of the Influences on a Student's Experience with Kindergarten, First, and Second Grade Retention
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberSoundy, Cathleen S.
dc.contributor.committeememberDavis, James Earl
dc.contributor.committeememberCaldwell, Corrinne A.
dc.contributor.committeememberSanford-DeShields, Jayminn
dc.description.departmentEducational Administration
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1183
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-10-26T18:25:51Z


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