Download or read book A Study of Selected Teachers Perceptions of Grade Retention in a Florida School District written by Julius L. Wynn and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study examined and analyzed selected middle school teachers' perceptions of grade retention, and informed teachers about current and past research on grade retention. Through analysis of teacher interviews and using a Likert scale instrument, responses indicated that teachers continue to support and to use retention when students do not master required objectives for promotion. Because of the new Florida retention policy and the No Child Left Behind policy, it was critical to measure teachers' levels of understanding and perceptions of grade retention. Their perceptions gave insight into their thoughts and beliefs about the practice. Survey responses of 326 teachers in five selected middle schools in Florida and ten interviews clearly indicated that teachers believe children should be retained. A majority, nearly 83%, disagreed that students should not be retained. Although suspension and attendance have bearing, over 76% of teachers agreed that poor academics were the major reason for retention. Over 65% of teachers indicated that grade retention allows students who are behind academically to "catch-up" with peers. In addition, nearly 39% disagreed that retention is harmful to a child's self-concept/self-image. However, nearly 80% of teachers agreed grade retention affects a child's self-esteem. Data also indicated 56% of students who are more than two grades behind should not be retained. A chi-square statistics test used to measure significant differences based on teachers' years of teaching experience, grade level taught, race of teacher and socioeconomic status of the students, found significant differences only for student socioeconomic status. Although students have been retained since one-room schoolhouses, research on effectiveness of retention clearly points to instead of practicing grade retention, teachers, administrators, and parents need to analyze data in greater depth. Without more studies and analysis, teachers, administrators, and parents will continue a practice research has found harmful instead of beneficial to students. Educators must find a way to ensure that every child experiences academic success. Each educator must devise methods of working with students before they fail a grade. Tutoring, remediation, mentoring, small group work, after school programs, Saturday school, and summer school can help children learn.
Download or read book A Study of Selected Teachers Perceptions of Grade Retention in a Georgia School District written by Frances Camilla Quarterman and published by . This book was released on 2005 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Their perceptions gave insight into their thoughts and beliefs about the practice of grade retention. the responses on the survey and six interviews clearly indicated that teachers believe that children should be retained. A majority of teachers, nearly 80%, disagreed that students should not be retained. Although suspension and attendance may have some barring on grade retention, over 60% of teachers agreed that poor academic performance was the major reason for retention.
Download or read book Helping Teachers Do What They Do written by Jonathan H. Grantham and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: My findings suggested that first-year teachers perceived a need for help from many sources. They wanted assistance from the district, administrators and from teachers. However, after this first-year of teaching, findings suggested that teachers perceive a need for less, but more focused support. In summary, I offered conclusions and recommendations based on the findings of this research. Specifically, my recommendations were made for district personnel and school-level personnel, primarily administrators and teachers. I also listed some areas of future research that might produce rich data that could change the way researchers view teacher retention in high schools.
Download or read book Teachers Perceptions of Grade Retention written by Denise H. Masengill and published by . This book was released on 1992 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book New Teacher Retention in a Suburban School District A Study of New Teachers Perceptions of Their First year Experiences and Their Reasons for Remaining with the School System written by Monique W. Phillip and published by . This book was released on 2013 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this correlational study was to determine if there was a significant discrimination between New Teachers' perceptions of yearlong experiences and their reasons for remaining. This study relied on secondary data from one mid-Atlantic school system that has enjoyed higher teacher retention rates than the national average. In this school system, New Teachers were given many experiences. The New Teachers' perceptions of the usefulness or helpfulness of these experiences or the degrees to which new teachers perceived that these experiences met their needs are included as independent variables: (a) perceived degree of helpfulness of observing veteran teachers, (b) perceived extent to which support from administrators (instructional facilitators) met teachers' needs, (c) perceived extent to which support from administrators (principals and content supervisors) met teachers' needs, (d) perceived extent to which teacher mentor support met teachers' needs, (e) the perceived degree of helpfulness of professional development related to instruction, (f) the perceived degree of helpfulness of professional development related to new teacher workshops, (g) the perceived degree of helpfulness of professional development related to policies and procedures, (h) the perceived degree of helpfulness of professional development related to classroom management, (i) the perceived degree to which working conditions needs were met, and (j) the perceived degree to which supportive climate needs were met. Reasons for remaining with the system served as the dependent variable. -- Abstract.
Download or read book The Perceptions of Elementary School Teachers on Grade Retention in a North Alabama School District written by Joyce Wade Braden and published by . This book was released on 2010 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Urban Elementary School Teachers Perceptions of Factors that Impact Teacher Retention written by J. David Hinkel and published by . This book was released on 2008 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Qualitative Investigation of Teacher s Perceptions of Teacher Retention in One Urban School District in the Southeastern United States written by Kimberly J. Smith and published by . This book was released on 2015 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of Actions to Achieve Equity and Access to Excellence in a Large School District written by Sidney Moss (Jr.) and published by . This book was released on 2013 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed-method, descriptive study was to determine the teachers' perceptions who were employed in the target school district from 2003 to 2011, regarding school district second-order change leadership decisions, events, and challenges, and the extent to which equity and access to excellence for all students were achieved. Also investigated was the relationship, if any, that existed in achieving equity and access to excellence based on school district second-order change leadership from 2003 to 2011. Teacher perception data were analyzed from a survey presented to teachers in over 16 schools who had been consecutively employed in the target school district from 2003 to 2011. The findings of this research suggest that teachers' perceptions of specific school district leadership decisions, events, and challenges contributed to improving opportunities for students who historically were not provided equitable opportunities for academic achievement and post high school career advancement. Beginning in 2003, the target school district underwent a leadership transition period in which a new superintendent established history-making goals and objectives for the school district. The findings suggest that based on teachers' perceptions, school district efforts provided for greater access to technology, high quality instruction, specific programs of study such as the implementation of magnet programs, and college preparation courses. The greater access provided the opportunity for equity and access to excellence for all students, especially those who historically lacked access and investment with respect to their demographics (race, gender, socioeconomic status, and ethnicity). There were limitations to this study. Objectivity may be questioned since the participants were employees of the school district. It was assumed that participants in the study responded accurately and honestly to the questions asked in the interviews and survey. Future research is recommended that would include a larger and more diverse sample. Further recommendations include separate studies to examine the differences between student achievement as a result of school district leadership efforts to attain access to equity and excellence based on college readiness assessment exam scores such as the SAT and/or the ACT, and college or technical school entrance and completion, with regard to student subgroups such as race, ethnicity, and family income.
Download or read book Teacher Perceptions Regarding Teacher Retention in an Urban Middle School written by Marilyn Parker and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The new terminology in public school districts is "urban education" which breeds an entirely new scope of needs for public urban school success. Teachers who work in urban schools with large numbers of low socio-economic minority students feel less satisfied and are more likely to turn over; meaning that turnover is high with low morale in the very schools that would benefit the most from a stable staff of experienced teachers (Grissom, 2011). The purpose of this qualitative research study was to identify teacher perceptions regarding teacher retention in a high need, low socio-economic public urban middle school, identifying reasons why teachers stay at that same school, transfer to another school within the district, or leave the profession in entirety. Urban schools are challenged to improve teacher retention and quality (Sachs, 2004). The participants in this study consisted of a sample population of 50 certified novice and veteran teachers who completed a confidential online survey that consisted of eight open-ended questions. Findings from this study are expected to show factors that can positively or adversely impact teacher retention according to teacher perceptions in a high need, low socio-economic public urban middle school. Some of the factors that are expected to be revealed are teacher preparation for urban education, teacher workload, and campus leadership support. Implications for school leaders are to consider teacher feedback regarding campus improvement, assist teachers with balancing workloads, and increase effective campus leadership support to retain high quality teachers for urban school long-term success.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Phenomenological Study of the Perceptions and Experiences of Seven Urban Middle School Teachers Related to Retention written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A phenomenological study of the perceptions and experiences of seven urban middle school teachers related to retention.
Download or read book Teachers Perceptions of School Characteristics Impacting Teacher Retention in a Selected Rural School System in Alabama written by Kim M. Hendon and published by . This book was released on 2007 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 572 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Factors Affecting Teacher Retention written by Heidrun E. Lehmann and published by . This book was released on 2014 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined the perceptions and attitudes of 111 educators from two school districts in southeastern Pennsylvania regarding the factors that affect teacher retention. The research questions examined a collection of data from surveys, questionnaires, and interviews. Given the importance of recruiting and retaining quality teachers to better serve all students in education, this study provided specific insights from the perspectives of tenured teachers, non-tenured teachers, and administrator respondents. Analysis of the data revealed mixed perceptions for support from administrators, the learning community, and professional development as factors to support teacher retention in the year 2013. Unique factors emerged describing the connection to the current state of the economy as a driving force for the lack of available teaching positions. The researcher noted the three respondent groups' perceptions and attitudes were more similar than they were different. Tenured teacher respondents reported retention in some schools was falsely higher than it might be if more job opportunities were available for teaching positions. The researcher hypothesized that recent state accountabilities may have forced teachers and administrators to work together to meet the new challenges as a united force. Further quantitative research is warranted to fully ascertain the factors that affect teacher retention in connection to retirement patterns, transfer trends, attrition rates, and the impact of future mandated accountabilities for teacher supervision and evaluation.
Download or read book A Collective Case Study of Teachers Perceptions of Factors that Impact Teacher Retention at a Title I High School in a Southern U S State written by Laronica Deniece Gilmore and published by . This book was released on 2021 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this collective case study was to understand secondary teachers' perceptions of the factors that influenced teacher retention at a Title I high school in a southern U.S. state. Although researchers have investigated the problem of teacher retention, few have studied factors that have influenced teacher retention in Title 1 high schools. The theories that guided this study included job demands-resources theory which analyzes employee well-being. This collective case study captured the insights of 10-15 current and former teachers at a Title I high school in a southern U.S. state. Data were collected through interviews, focus groups, and administrative documents and records. The researcher completed an analysis by organizing and coding the data in order to identify emerging themes and patterns. Understanding secondary teachers' perceptions of factors that impact teacher retention may help school leaders to plan and implement initiatives that reduce teacher attrition.
Download or read book Elementary Teachers Perceptions of Grade Retention written by Latrice Shontae Richardson and published by . This book was released on 2010 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:
