Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

2013

Thesis Director

Assege HaileMariam

Thesis Committee Member

Jeffrey R. Stowell

Thesis Committee Member

Gary L. Canivez

Abstract

Despite the research demonstrating that grade retention is ineffective for improving students' academic and social-emotional functioning, this practice continues to be used prevalently in schools. This correlational study investigated teachers' knowledge and attitudes regarding grade retention. Additionally, this study attempted to understand teachers' past retention practices based on attitudes, subjective norms, and perceived behavioral control as specified by the Theory of Planned Behavior. Participants included 129 teachers. Results showed that teachers had limited knowledge of research and positive attitudes toward retention. Retention practices for the last three years were predicted by the Theory of Planned Behavior, but these variables accounted for minimal variance and did not predict retention practices for teachers' entire careers. Teachers' limited knowledge and positive retention attitudes were consistent with previous research and allude to the need to improve the communication of research findings to teachers in order to improve the gap between research and practice. The implications and limitations of the study and direction for future research are discussed.

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