Publication Date

Spring 2021

Advisor(s) - Committee Chair

Dr. Sarah Ochs (Director), Dr. Carl Myers, and Dr. Jeremy Logsdon

Degree Program

Department of Psychology

Degree Type

Specialist in Education

Abstract

The purpose of the current project was to replicate a previous study examining the beliefs and knowledge of grade retention (i.e., Witmer et al., 2004) and evaluate any changes in the past 17 years. Nineteen teachers completed all sections of the Teacher Retention Beliefs Knowledge Questionnaire (TRBKQ; Witmer et al., 2004). Support for the use of retention as an effective intervention was demonstrated. Influential factors differed by level of importance depending on the grade level the participant taught. Statistically significant correlations were also found between the practice of retention and propositional and practical knowledge before and during/after the Covid-19 pandemic. Limitations and future directions are discussed as well.

Disciplines

Educational Methods | Other Education | School Psychology

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