Date of Award
Thesis (699 registration)
Master of Science in School Psychology
Dr. Margaret L. Potter
grade retention, preservice teachers, teacher educators, teacher training programs, knowledge, attitudes
Grade retention, otherwise known as “failing” or “being held back”, is a common practice for schools when they feel a student is not performing at or meeting school standards. While grade retention is a popular practice, very little research supports the use of it as an effective intervention over other interventions (Jimerson, 2001). A survey, structured around Theory of Planned Behavior (Ajzen, 1985) was distributed to preservice teachers and teacher educators at a Midwestern university to examine their knowledge and beliefs about grade retention, as well as the prevalence of the topic of grade retention in teacher training. Results from the study indicated that Preservice Teachers were somewhat likely to consider grade retention, but were not sure of the research behind it. Teacher educators were not as likely to consider grade retention and indicated that they are familiar with the research. Results also indicated that grade retention is not consistently covered in the teacher training program. This study shows that preservice teachers may not be prepared to make informed decisions about grade retention because it is not covered in coursework and they are not knowledgeable about the effects.
Pearson, Jenny, "Grade Retention: Knowledge and Attitudes of Teacher Educators and Preservice Teachers" (2018). Dissertations, Theses, and Projects. 45.
Early Childhood Education Commons, Educational Psychology Commons, Elementary Education Commons, School Psychology Commons