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Resources elementary school teachers perceived as helpful when considering student retention

Author

Sharon Elizabeth Dodson, University of the Pacific

Date of Award

2003

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Curriculum and Instruction

First Advisor

Dennis Brennan

First Committee Member

Marilyn Draheim

Second Committee Member

Rachelle Hackett

Third Committee Member

Julie Montali

Abstract

Purpose . The purpose of this study was to determine which resources elementary school classroom teachers perceived as helpful when considering student retention. This study has investigated several central research questions pertaining to student retention: (a) what resources general education teachers use when considering retaining a student in grade; (b) what resources are considered the most helpful; (c) whether the years of teaching experience one has relates to the resources used; (d) whether the years of experience teaching and helpfulness ratings (of the resource) are correlated; (e) whether resources used by two grade level groups (primary K–3 or intermediate 4–6) differ; (f) whether the helpfulness ratings vary between the two grade groups; (g) whether the resources used by those teachers who have and have not retained a student differ; (h) whether helpfulness ratings vary between those who have and have not retained a student; and (i) if there were any additional resources used by the teachers, when considering student retention, that were not included in the survey which had been generated by researcher. Procedure . The sample included 134 Title One elementary school teachers currently teaching grades kindergarten through sixth grade in a particular school district. Data for the study was collected through a survey designed by the researcher. Data collected were statistically analyzed using the Statistical Packages for the Social Sciences (SPSS) on a personal computer. A series of proportions, confidence intervals, rankings, means, and standard deviations were computed for each item. Also, independent sample t tests, Chi Square, and Pearson correlations were conducted as appropriate for each research question. Findings . The majority of teachers used “Parent Correspondence,” “Co-op Meetings,” and “Student Grades” as a resource when considering student retention. Teachers found “Student Grades” and “Consultation with Peers” to be the most helpful resources. Statistically significant findings were identified when the data was analyzed according to years of teaching experience and their helpfulness ratings. When analyzing the data according to grade groups (primary K–3 or intermediate 4–6) the helpfulness ratings statistically varied. Some statistical differences were found when teachers who have and have not retained a student were compared. Comparing teachers who had and had not retained a student, the helpfulness of one resource “Student Grades” was found to vary. Conclusions and recommendations . Were provided.

Pages

108

Recommended Citation

Dodson, Sharon Elizabeth. (2003). Resources elementary school teachers perceived as helpful when considering student retention. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2463