• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Stakeholders' Perceptions on Mandated Student Retention in Early Childhood.
【24h】

Stakeholders' Perceptions on Mandated Student Retention in Early Childhood.

机译：利益相关者对幼儿期强制留学生的看法。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Reading is one of the primary goals of the early elementary grades. When students start to struggle with this complex skill, educators and parents search for solutions to rectify quickly mounting gaps before a child falls too far behind. In the State of Oklahoma, lawmakers have passed a law requiring mandatory 3rd grade retention for students who do not pass the state reading test. The purpose of this qualitative case study was to examine the perceptions of stakeholders who had experienced implementation of mandated student retention in early childhood. The study is informed by Bourdieu's cultural capital theory of social distinctions, Bloom's taxonomy theory, and Festinger's social comparison theory. Seventeen participants, including 2 parents, 8 teachers, and 7 administrators, took part in face-to-face interviews and focus groups to provide data on 3rd graders in 4 schools in an Oklahoma district. Responses from interviews and focus groups were audiorecorded, transcribed, and coded for themes. Nine themes emerged from data analysis. These themes reflected participants' concern for the potential damage to students' self-esteem, an increase in dropout rates, and that the 3rd grade is too late for retention. On the positive side, participants indicated mandatory retention permitted retention that had been previously refused, and provides time for maturity, as well as the opportunity for success for struggling students. However, study participants also opined that mandatory retention created new challenges for students, teachers, and schools. Findings guided the development of a policy recommendation to create social change within the participating district, empowering educators to help parents better understand this law and prepare their children for the 3rd grade assessment by outlining a plan for early identification and creating programs for struggling students.
机译：阅读是早期小学阶段的主要目标之一。当学生开始为这项复杂的技能而挣扎时，教育者和父母都在寻找解决方案，以在孩子落在后面时迅速弥补差距。在俄克拉荷马州，立法者通过了一项法律，要求未通过州阅读测试的学生必须保留三年级。本定性案例研究的目的是检验在早年经历过强制实施学生保留的利益相关者的看法。布迪厄的社会区别文化资本理论，布鲁姆的分类学理论和费斯廷格的社会比较理论为这项研究提供了信息。包括2名家长，8名教师和7名管理员在内的17名参与者参加了面对面的访谈和焦点小组讨论，以提供有关俄克拉荷马州地区4所学校三年级生的数据。采访，焦点小组的答复都被录音，转录并编码为主题。数据分析产生了九个主题。这些主题反映出参与者对学生的自尊心可能受到损害，辍学率增加以及三年级太迟而无法保留的担忧。从积极的一面来看，与会人员表示，强制保留允许以前被拒绝的保留，并提供了成熟的时间，以及为挣扎的学生提供成功的机会。但是，研究参与者还认为强制保留对学生，教师和学校提出了新的挑战。调查结果指导了政策建议的制定，以在参与地区创造社会变革，通过概述早期识别计划并为陷入困境的学生制定计划，使教育工作者有能力帮助父母更好地理解这一法律，并为孩子做好三年级评估的准备。

著录项

  • 作者

    Mankins, Jennifer K.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Elementary education.;Reading instruction.;Early childhood education.
  • 学位 Ed.D.
  • 年度 2018
  • 页码 149 p.
  • 总页数 149
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号