Teacher Beliefs about Grade Retention
Risking Children s Academic, Social, Emotional and Behavioral Well-Being
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Although teachers have their students best interests at heart and would not intentionally engage in practices that are harmful to children, they are often misinformed or uninformed about the practice of grade retention and believe it to be helpful when it actually predisposes children to academic, social, emotional and behavioral problems. This book provides insights into the relationship between teachers personal experiences such as years of teaching, grade level, gender, and familiarity with grade retention research and the ways in which these experiences affect their beliefs about grade ret...
Although teachers have their students best
interests at heart and would not intentionally
engage in practices that are harmful to children,
they are often misinformed or uninformed about the
practice of grade retention and believe it to be
helpful when it actually predisposes children to
academic, social, emotional and behavioral problems.
This book provides insights into the relationship
between teachers personal experiences such as years
of teaching, grade level, gender, and familiarity
with grade retention research and the ways in which
these experiences affect their beliefs about grade
retention. Surprisingly, beliefs about how teachers
are viewed by their peers in relation to the
academic performance of their students were found to
impact decisions about grade retention. Teacher
educators, professional development coordinators and
practicing teachers will find this information
especially useful in guiding current and future
teachers through the process of recognizing their
own beliefs about grade retention and constructing
new ones based on factual research.
interests at heart and would not intentionally
engage in practices that are harmful to children,
they are often misinformed or uninformed about the
practice of grade retention and believe it to be
helpful when it actually predisposes children to
academic, social, emotional and behavioral problems.
This book provides insights into the relationship
between teachers personal experiences such as years
of teaching, grade level, gender, and familiarity
with grade retention research and the ways in which
these experiences affect their beliefs about grade
retention. Surprisingly, beliefs about how teachers
are viewed by their peers in relation to the
academic performance of their students were found to
impact decisions about grade retention. Teacher
educators, professional development coordinators and
practicing teachers will find this information
especially useful in guiding current and future
teachers through the process of recognizing their
own beliefs about grade retention and constructing
new ones based on factual research.
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