Persistent Link:
http://hdl.handle.net/10150/184755
Title:
Student mobility and teachers' grade promotion decisions.
Author:
Kapp, Ronald Charles.
Issue Date:
1989
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
In recent years America has witnessed a major shift in its population to various geographic regions. Educators have speculated on the effects of this frequent migration on students' academic and social advancement. Educators have also been interested in the effects of grade retention on academic and social advancement. Despite research on each of these factors, no investigations have addressed these factors in conjunction with each other. The purpose of this study was to determine the effects of high student mobility on classroom teachers' promotion-retention decisions. Additionally, other factors that may influence classroom teachers' promotion-retention decisions were examined. Two hundred twelve elementary school teachers evaluated two case studies: one of a highly mobile student, and one of a non-mobile student. Each subsequently made a decision to either retain or promote that student. Both first grade and fifth grade students were considered. Each case study was identical for each grade level with the exception of the number of schools attended. Although the retention-promotion decisions did not differ significantly for first grade students, the teachers chose to retain the mobile fifth grade student more frequently than the non-mobile fifth grade student. Examination of various factors on a retention questionnaire revealed that different factors emerged as most important to the teachers when making promotion-retention decisions. The factors differed for both grade level and mobility status. The results were discussed in relation to interventions that may be warranted in an attempt to alleviate disadvantages in entering a new school. Further investigation of the mobile student-grade retention relationship was indicated. Additional investigation of the highly mobile minority student was also emphasized.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Student mobility -- United States.; Students -- United States -- Rating of.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Foundations and Administration; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Mishra, Shitala

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleStudent mobility and teachers' grade promotion decisions.en_US
dc.creatorKapp, Ronald Charles.en_US
dc.contributor.authorKapp, Ronald Charles.en_US
dc.date.issued1989en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractIn recent years America has witnessed a major shift in its population to various geographic regions. Educators have speculated on the effects of this frequent migration on students' academic and social advancement. Educators have also been interested in the effects of grade retention on academic and social advancement. Despite research on each of these factors, no investigations have addressed these factors in conjunction with each other. The purpose of this study was to determine the effects of high student mobility on classroom teachers' promotion-retention decisions. Additionally, other factors that may influence classroom teachers' promotion-retention decisions were examined. Two hundred twelve elementary school teachers evaluated two case studies: one of a highly mobile student, and one of a non-mobile student. Each subsequently made a decision to either retain or promote that student. Both first grade and fifth grade students were considered. Each case study was identical for each grade level with the exception of the number of schools attended. Although the retention-promotion decisions did not differ significantly for first grade students, the teachers chose to retain the mobile fifth grade student more frequently than the non-mobile fifth grade student. Examination of various factors on a retention questionnaire revealed that different factors emerged as most important to the teachers when making promotion-retention decisions. The factors differed for both grade level and mobility status. The results were discussed in relation to interventions that may be warranted in an attempt to alleviate disadvantages in entering a new school. Further investigation of the mobile student-grade retention relationship was indicated. Additional investigation of the highly mobile minority student was also emphasized.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectStudent mobility -- United States.en_US
dc.subjectStudents -- United States -- Rating of.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMishra, Shitalaen_US
dc.contributor.committeememberSabers, Darrellen_US
dc.contributor.committeememberFranklin, Melbinen_US
dc.identifier.proquest9000135en_US
dc.identifier.oclc702670277en_US
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