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• W71963306 abstract "This study used a double method approach to examine Quebec kindergarten and elementary school teachers' beliefs about grade retention. The research combined a quantitative approach, in which 227 teachers responded to a questionnaire, with a qualitative study of a selected sub-sample of 12 teachers holding opposite beliefs about grade retention. Analysis of the questionnaire data indicated that teachers at all grade levels believed that retention was an acceptable school practice and an effective means of preventing students from facing daily failure in the next higher grade. Most teachers believed that retention did not harm students' self-concept, though they were not sure about this effect on students in higher grades. The interviews offered an explanation of the persistence of teachers' beliefs about retention. The results found that beliefs were rooted in the culture of the school curriculum. Those who believed in retention felt that schools should reach the goal of instruction rather than global development of all students. They believed that programs should remain the same for all students, and groups of students should be formed homogeneously. They had a tendency to use summative rather than formative evaluation. (Contains 20 references.) (SM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** A DOUBLE METHOD APPROACH FOR A DOUBLE NEED: TO DESCRIBE TEACHERS' BELIEFS ABOUT GRADE RETENTION, AND TO EXPLAIN THE PERSISTENCE OF THESE BELIEFS PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Louisette Pouliot Ph.D. Universite du Quebec a Trois-Rivieres Commission scolaire des Bois-Francs E-mail: lpouliot@ivic.qc.ca Paper presented at the Annual Meeting of the American Educational Research Association April, 1999 Montreal, Quebec, Canada BEST COPY AVAILABLE 2 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy." @default.
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• W71963306 title "A Double Method Approach for a Double Need: To Describe Teachers' Beliefs about Grade Retention, and To Explain the Persistence of These Beliefs." @default.
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