ERIC Number: EJ698717
Record Type: Journal
Publication Date: 2004-Dec-22
Reference Count: N/A
Elementary Teachers' Beliefs and Knowledge about Grade Retention: How Do We Know What They Know?
Witmer, Stacie M.; Hoffman, Lynn M.; Nottis, Katharyn E.
Education, v125 n2 p173 Win 2004
Elementary teachers' beliefs, knowledge, and practice relating to retention were explored using an adapted version of the Teacher Retention Beliefs Questionnaire (Tompchin & Impara, 1992). A researcher-developed knowledge section was added to the original questionnaire to measure teachers' propositional knowledge of retention. Thirty-five, K-4 teachers from a rural school district in northeastern United States completed the questionnaire. Teachers from all grade levels believed retention was an acceptable practice. Students' academic performance was the most influential factor in retention decisions. Significant differences between K-2 and 3-4 teachers were found on several belief statements. Teachers' knowledge about the effects and outcomes of retention, measured by factual questions, was low, regardless of grade taught. The majority correctly answered knowledge questions based upon hypothetical students. No significant correlation was found between teachers' knowledge and retention practice. Issues related to the measurement of teacher knowledge and implications of the findings are discussed.
Descriptors: Rural Schools, Grade Repetition, Teacher Attitudes, Elementary School Teachers, Knowledge Level, Academic Achievement, Beliefs
Project Innovation, Inc., P.O. Box 8508, Spring Hill Station, Mobile, AL 36689-0508. Web site: http://journals825.home.mindspring.com/csj/html.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United States