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A Study Of Selected Teachers Perceptions Of Grade Retention In A Georgia School District
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Book Synopsis A Study of Selected Teachers' Perceptions of Grade Retention in a Georgia School District by : Frances Camilla Quarterman
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.
Book Synopsis A Study of Selected Teachers' Perceptions of Grade Retention in a Florida School District by : Julius L. Wynn
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.
Book Synopsis An Analysis of Retention Through the Perceptions of Teachers in a Middle Georgia School District by : Mark Antley
Download or read book An Analysis of Retention Through the Perceptions of Teachers in a Middle Georgia School District written by Mark Antley and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to assess the initiatives and incentives preferred by certified teachers employed by a Middle Georgia school district with the goal of formulating a plan to retain teachers. This quantitative study looked at factors such as race, gender, age, and grade level of teachers and the statistical significance to initiatives and incentives and the effect on teacher retention. The data from the study was obtained using a survey administered to teachers in the district with various levels of experience.
Book Synopsis Teacher's Perception of the Role of the Principal Regarding Teacher Retention in Title I Elementary Schools in Selected Counties in West Georgia by : Mary A. Jackson (educator)
Download or read book Teacher's Perception of the Role of the Principal Regarding Teacher Retention in Title I Elementary Schools in Selected Counties in West Georgia written by Mary A. Jackson (educator) and published by ProQuest. This book was released on 2008 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions of School Characteristics Impacting Teacher Retention in a Selected Rural School System in Alabama by : Kim M. Hendon
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:
Book Synopsis Teachers’ Perceptions of Motivational Factors that Influence Elementary Teacher Retention in Urban Title I Schools by : Patrice Y. Graham
Download or read book Teachers’ Perceptions of Motivational Factors that Influence Elementary Teacher Retention in Urban Title I Schools written by Patrice Y. Graham and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: National teacher shortages have received attention in the last few years, and researchers have projected turnover rates will grow in the upcoming years. As a result, districts and administrators were challenged to hire highly qualified teachers. There needed to be more educational research regarding why teachers remained in urban Title I schools. Due to the lack of research, further research was necessary to form a better understanding of increasing elementary school teacher retention. Elementary school teachers from one school district in Georgia responded to a questionnaire to explore the motivational factors influencing their retention in Title I schools. The 29 certified teachers indicated the following motivational factors influencing their retention in urban Title I schools aligned into eight themes: acceptance, altruism, educational systems, interpersonal skills, job satisfaction, leadership, resiliency, and work-related stress. In this study, I explored the teacher retention crisis, beginning with understanding the factors that influenced teacher retention. While there was abundant research data on teacher attrition, there needed to be more research on the factors affecting teacher retention. Identifying characteristics that support teacher retention was crucial for maintaining a skilled and satisfied staff. School districts and managers must learn how to establish systems that cater to the essential requirements of instructors working in high-poverty, low-performing schools.
Book Synopsis Teachers' Perceptions of Grade Retention by : Denise H. Masengill
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:
Book Synopsis 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 by : Monique W. Phillip
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.
Book Synopsis The Perceptions of Elementary School Teachers on Grade Retention in a North Alabama School District by : Joyce Wade Braden
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:
Book Synopsis A Study of Teachers’ Perceptions of the Effects of the Georgia Performance Standards on Their Power in Instruction in a High School in East Georgia by : Oscar M. Ceron
Download or read book A Study of Teachers’ Perceptions of the Effects of the Georgia Performance Standards on Their Power in Instruction in a High School in East Georgia written by Oscar M. Ceron and published by . This book was released on 2015 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Academic standards have come to occupy center stage in public schools to guide teachers in their instruction, and they have become the means by which teachers assess students’ performance. With more emphasis placed on student performance and higher test scores, states have come to rely dramatically on them to raise educational standards. Their introduction also has prompted outside entities such as the federal and state governments and corporations to become involved in public education. While not direct, their involvement has also influenced how academic standards are developed and implemented in public schools. In this sense, governments and corporations have introduced economic models in public schools, changing the process of how schools function, what teachers teach, and how students’ performance is measured. In the state of Georgia, the introduction of state academic standards came as a result of compliance with federal guidelines. The implementation of academic standards like the Georgia Performance Standards (GPS) brought changes in education such as students having to know specific material to pass standardized tests, and teachers being compelled to teach verbatim what the standards said to teach. The end result was that the rigidity and strict alignment to the GPS affected teachers’ perception of power in their instruction in negative ways. The purpose of this study was to investigate how teachers’ power in their instructional practices was affected by the GPS. The methodology used in this study was a qualitative design and was guided by a series of interviews of teachers at a high school in East Georgia. The data collected was audio-recorded and examined by using two methods of analysis: inductive analysis to allow emerging themes to develop from individual interviews and cross-case analysis to identify emerging themes and patterns from multiple sets of data. The analysis of the data involved coding and organizing it into common patterns and themes to make a holistic report.
Book Synopsis Factors Contributing to Teacher Retention in Georgia by : Tina M. Locklear
Download or read book Factors Contributing to Teacher Retention in Georgia written by Tina M. Locklear and published by . This book was released on 2010 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed method, survey-based inquiry was to determine how Georgia public high school faculty members perceive various pressures and experiences associated with a career in education. These perceptions were then analyzed as possible indicators of teacher attrition in order to improve retention rates. The independent demographic variables selected to analyze these perceptions included level of education attained, years of teaching experience, and school size based on student enrollment numbers. Qualitative data examined the role of an educator, why one would choose to remain in or leave the field of education, and the future plans of the current educators. The faculty survey incorporated 30 items based on a Likert-type scaled response section with five qualitative open-ended questions. This mixed method analysis was chosen to provide more of a holistic examination of the state's teacher retention problem. A total of 545 surveys were analyzed from both the northern and southern counties of the state of Georgia. The implication of this study was to serve as guidance for future improvements of teacher retention rates throughout the state. The quantitative data reveals that most teachers in the state of Georgia have obtained their master's degrees, are within the first 5 years of their educational career, and view administrative support and working conditions as positive aspects of their teaching experience. From the qualitative analysis, it was evident that teachers view their role as important due to preparing students for future careers or simply as a preparation for high-stakes testing. The majority of teachers feel that the role of an educator has changed over the years and most have considered leaving their chosen careers due to low morale, low pay, and/or the amount of time required for the paperwork involved. Teachers stated that the reason they have chosen to remain in education is due to the intrinsic rewards such as making a difference in the life of a young person and the love or enjoyment that education provides. When asked about their future plans, almost half of the current teaching force was uncertain, and another one-third plan to leave the classroom.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining Teacher Retention at Title I Schools in South Georgia by :
Download or read book Examining Teacher Retention at Title I Schools in South Georgia written by and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored the lived experiences of teachers currently serving in Title I schools in South Georgia and how the challenges from these experiences influenced them to remain in the role for five or more years. The purpose of the study was to capture the voices of ten veteran middle school teachers currently serving at schools classified as Title I, as they describe their experiences and challenges to identify the specific factors that influence teacher retention. The study used a phenomenological design to answer three research questions that focused on the perceptions and lived experiences of veteran middle school teachers at schools classified as Title I. Data was collected and analyzed using teacher interviews and field notes. Eight themes developed from the data analysis: 1) The Unpredictability of Daily Activities; 2) Lack of Resources; 3) Helping Students; 4) The Lack of Parental Involvement; 5) Being an Advocate for Students; 6) A Calling to Serve; 7) A Passion for Teaching; 8) Changing Student’s Lives. Data show veteran middle school teachers at schools classified as Title I, are motivated and committed to remaining in the role of a teacher because they care and believed they were called to do so.
Book Synopsis A Study of Urban Elementary School Teachers' Perceptions of Factors that Impact Teacher Retention by : J. David Hinkel
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:
Book Synopsis Teacher Perceptions Regarding Teacher Retention in an Urban Middle School by : Marilyn Parker
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.
Book Synopsis Elementary Teachers' Perceptions of Grade Retention by : Latrice Shontae Richardson
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:
Book Synopsis Qualitative Investigation of Teacher's Perceptions of Teacher Retention in One Urban School District in the Southeastern United States by : Kimberly J. Smith
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:
