首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 62 毫秒
1.
This study investigated the grade retention of students with learning disabilities. Data were collected on 689 students referred and identified as having learning disabilities during the 1987-88 school year in Indiana. Of these students, 58% had been retained before identification. The results of this investigation suggest that retention is being used as a remediation before labeling a student. Implications of this practice and alternatives to grade retention as a method to address the academic needs of students are discussed.  相似文献   

2.
The purpose of this study was to determine whether students retained in first grade, relative to similarly low achieving students who were promoted, differed in the number of remedial educational services received by students in the year pre- retention year and in the repeat year. Study participants were 769 relatively low achieving first grade students, of whom 165 were retained in first grade and 604 were promoted. Controlling for students' conditional probability of being retained, based on propensity scores calculated prior to retention, retained students received the same number of services as promoted students during the pre-retention year. The following year, when retained students were in first grade and promoted students were in second grade, retained students received fewer services than promoted students. Furthermore, retained children had a larger decrease in services from year 1 to year 2. These data support the notion that grade retention is being employed as the primary intervention instead of a component of a more comprehensive remediation plan.  相似文献   

3.
Referral information for 269 LD students in grades one through five was examined. Referral reasons were classified according to three major types: (a) academic, (b) behavior, and (c) academic and behavior. These major referral types also were analyzed according to particular concern (e.g., reading deficits, attentional problems, etc.). The results indicated that the majority of students were referred for either academic (42%) or both academic and behavioral (41%) reasons; referrals initiated solely for behavior problems accounted for only 17% of the total. The grade level analysis revealed that academic concerns were less likely to be noted in the first and fifth grades, and that the number of referrals diminished as grade level advanced (51% of the sample was diagnosed by second grade). Referral statements within each major referral type tended to be general, as opposed to specifying particular concerns to be explored in the evaluation. Preservice and in-service training recommendations are given.  相似文献   

4.
The Bracken School Readiness Assessment (BSRA) was administered to all kindergarten students enrolled in two rural elementary schools in the fall of 2004. Eight months later, the reading portion of the Metropolitan Readiness Tests, 6th Edition (MRT‐6) was administered. Teachers were asked to indicate whether they had concerns about each student's readiness for first grade and whether students had been retained or referred for other assessment(s) or services. The BSRA was found to be a good predictor of children's readiness ratings, as well as their retention or referral for services. It also predicted performance on the MRT‐6. This study partially validated the use of the BSRA as a screening measure to predict kindergarten performance and kindergarten teachers' ratings of first grade readiness. © 2009 Wiley Periodicals, Inc.  相似文献   

5.
Holding students back when they do not meet a specific attainment level is common practice in a lot of countries. However, this practice is not without controversy and recent studies point at the negative effects of grade retention, especially in the long-term. The majority of these studies focused on grade retention in primary education. In our study, we focused on the effect of grade retention in Grade 8 on language achievement and academic self-concept. We matched students who were and were not retained based on their propensity to be retained and compared both groups using a growth curve analysis. The basic treatment “grade retention vs. promotion” was extended with the certificate these students received at the end of Grade 8. With this growth curve analysis, we were able to draw conclusions on the effect in the short-term, as well as in the long-term. In the short-term (i.e. the year of retention), it seems that grade retention had no negative effect on language achievement in the short-term, and even a positive effect on academic self-concept in the year of retention. The effects became more negative when we considered effects in the long-term. Especially for language achievement, we found a strong decline in the achievement of grade retainees. We found no negative effect of grade retention on academic self-concept. We can conclude that grade retention has a negative effect on the achievement of retained students in the long run, but has no negative effect on academic self-concept. When we take into account the certificate they received, it seems that following the teacher’s advice to change track is a better decision than repeating the grade in the same track.  相似文献   

6.
The study compared teachers’ and parents’ views about elementary school children’s psychosocial adjustment with and without a history of early grade retention. The sample included retained and non-retained students currently in Grades Two and Four (age range 7.5 to 11.6 years) in Cypriot public schools. The retained students experienced early grade retention either in kindergarten or Grade One and, therefore, were one year older than their current classmates. Both parents and teachers of all children completed a psychosocial adjustment inventory designed to assess social, emotional, and school competence as well as behaviour problems. The findings indicated important differences between teachers and parents in their evaluation of children’s psychosocial adjustment, but notable similarities in consistently evaluating early-retained children lower on all aspects of adjustment. Teachers evaluated all students lower than parents in terms of behaviour, school, and social competence. Both groups, however, considered retained students lower in social and school competence regardless of grade level. The implications of these findings in relation to evaluation aspects of psychosocial adjustment and the practice of early-grade retention are discussed.  相似文献   

7.
The boundaries of attention deficit disorder   总被引：3，自引：0，他引：3  
This report examines distinctions and interrelationships among attention deficit disorder (ADD) and two closely related conditions: learning disability (LD) and oppositional/conduct (O/C) disorder. To evaluate our hypothesis that some of the difficulty in resolving the relationship between ADD and, particularly, O/C may reflect the consequences of selective referral patterns, we studied groups of children diagnosed as ADD from different referral sources. Results suggest that referral bias does exist and that children referred to mental health settings differ from those referred to pediatricians, child neurologists, or psychologists. Because of the nature of the subjects referred to mental health services, nonrepresentative associations may emerge. Rather than being considered as prototypical of all children with attention disorder, children referred to mental health facilities may represent simply an extreme of the continuum of ADD. Evidence suggests that many children with ADD will be represented by those referred primarily for attentional deficits and learning problems, rather than those with inattention, hyperactivity, or aggression referred for child psychiatric evaluation.  相似文献   

8.
The study analyzes the effects of grade repetition on science and mathematics achievement and on self-concept in mathematics using longitudinal data from a representative sample of 9th graders in Germany. Same-age comparisons were applied between three groups: (a) the retained students, (b) a matched group of promoted students, and (c) the entire group of promoted students. The results show that the retained students have a higher self-concept in mathematics after one year of retention than before. Summarizing these empirical findings concerning achievement, we conclude that retention in the 9th grade does not reduce the gap in academic achievement to the regular promoted students.  相似文献   

9.
The purpose of this study was to identify predictors of competence among adolescents with learning disabilities (LD) who participated in a virtual supported self‐advocacy programme within the risk and protective paradigm. The sample consisted of 374 adolescents with and without learning disabilities, students of the 7th to 9th grades, at 15 schools across Israel. The adolescents were divided into three groups, matched by age and gender: 111 adolescents with LD who participated in a five‐month virtual‐supported intervention, and two comparison groups: adolescents with LD (N = 115) who did not participate in the program and adolescents without LD (N = 148). The self‐perceptions of adolescents were assessed using the following questionnaires: basic psychological skills (competence and relatedness); hope and loneliness. Following the intervention, higher competence scores were reported by students with LD who participated in the programme. At that time (the end of the academic year), the predictors of the groups of students with LD for the competence measure were their level of competence at the beginning of the period, their belonging to the group who participated in the intervention, their loneliness and hope. Comparisons with predictors of the group of students without LD, and with predictors of competence at the beginning of the year, emphasized the importance of risk factors (loneliness) and the protective factors (hope) for students with LD. In addition, the results focused attention at the contribution of the participation in an e‐supported self advocacy programme for enhancing competence among students with LD.  相似文献   

10.
Abstract

Grade retention, the practice of requiring a student to remain in the same grade the following year, disproportionately affects students with sociodemographic risk and facing academic challenges. Each year, the United States spends $20 billion on retention and two million children are retained. Extant studies examining early elementary grade retention generally focus on short-term effects and academic outcomes; little is known about long-term effects on academic and psychosocial outcomes in the middle grades. The current study uses propensity score methods and a national data set to estimate the effect of first- or second-grade retention on academic achievement and psychosocial outcomes six or seven years later. By comparing students who were retained to students who were similar on observed characteristics but otherwise promoted, we generate causal estimates that show a statistically significant negative effect of retention on reading achievement. Significant and robust effects were not consistently detected for other academic or psychosocial outcomes. As grade retention is a widely used educational intervention, implications for its effectiveness from a policy and practice perspective are discussed.  相似文献   

11.
In this study, the authors examined the effect of taking a learning strategies course on grade point average, retention, and graduation rate of 351 first-year students over their first 4 terms in comparison with 351 matched non–course takers. The course taught 4 learning strategies and 8 substrategies to help students overcome procrastination, build self-confidence, take responsibility, learn from lecture and text, prepare for exams, write papers, and manage their lives. First-year students who took the course in their first term had statistically significantly higher grade point averages in each of their first 4 terms. They also demonstrated statistically significantly higher retention rates and were six times more likely to be retained. In addition, they had statistically significantly higher graduation rates than did their matched controls. In particular, graduation rates were 50% higher for students initially in academic difficulty. These findings reveal the value of teaching learning strategies to first-year students by means of a structured course based on educational psychology. This research holds potential importance for other universities and colleges seeking to improve the performance and persistence of first-year students.  相似文献   

12.
ABSTRACT

This article describes the process of integrating special-education content into 2 delivery models used in 2 different general-education teacher-preparation programs for elementary-education majors at the University of Wyoming and Casper (Community) College. One program was the traditional 4- year undergraduate elementary-teacher preparation program; the other was a creative and resourceful way of offering the same program at one of the state's community colleges. The models were based on theoretical and practical applications of current teaching practices. These included the integration of special-education students into the general-education classroom. Students' reactions to what they were learning and implications for practice are included.  相似文献   

13.
Current referral and identification procedures for students with learning disabilities (LD) have been criticized on conceptual and procedural dimensions, including difficulties in operationalizing the definition and in making eligibility decisions that are data based. Recognizing these difficulties, the Texas Education Agency appointed a task force to examine various issues associated with the identification, assessment, and programming of students with LD. Task force members recognized the need to identify classroom behaviors that differentiate students with LD from their non-disabled peers. Two scales of 83 items each were devised and piloted in 70 school districts. Five significant factors or subscales were identified through discriminant factor analyses. Two subscales and 18 individual items discriminate students later classified as LD and those referred but not subsequently classified as LD. Results are discussed, with implications for further investigation of behaviors that distinguish students with and without LD.  相似文献   

14.
The extant literature on the social functioning of students with learning disabilities (LD) has indicated that whereas a majority belong to peer groups, a higher proportion are isolated and most have lower social status among peers in general than their typically achieving classmates. Although some work has examined these issues over short-term longitudinal studies, none to date have examined them over extensive time periods. Toward this end, the current study examined a sample of 1,361 students (678 girls and 683 boys; 55 with LD) using multiple measures of peer social functioning assessed each semester from spring of third grade through fall of sixth grade. The results indicated that whereas students with LD were similar to their typically achieving peers in terms of group functioning and characteristics, they were viewed as lower in social standing among their classmates as a whole. These effects were maintained over time, indicating that long-term inclusion may not substantially affect peer social functioning among students with LD.  相似文献   

15.
Studies of special education students consistently indicate a preponderance of males in classrooms for the learning disabled (LD). To determine whether the overrepresentation of males and underrepresentation of females constitutes sexual discrimination, an objective index involving the discrepancy between expected and actual achievement was calculated for each student. Factors such as intelligence, socioeconomic status, and reason for referral also were investigated to help explain the large disparity of boys to girls diagnosed and placed as LD. Data were collected on 235 LD students and 290 students referred for special education who were declared not impaired (NI). No evidence was found to indicate that group membership in a sexual class was related to diagnostic and placement practices. Approximately one half of the students labeled as LD did not show a reliable discrepancy between expected and actual achievement.  相似文献   

16.
The purpose of this study was to evaluate the long-term effects of repeating a grade or participating in a junior first-grade program. High school students (N = 137) answered a questionnaire concerning their experience with grade retention or a transitional year while in elementary school. In addition, we collected data on past academic performance from the students' school records. Groups of students were composed of former participants in the junior first program, students who had been retained in a grade, and matched controls. Attitudes towards nonpromotion and the junior first program were positive and, among all three groups, there were few important differences in opinion. In high school, however, measures of academic competence indicated there were performance differences between the groups. Participants in the junior first program were at par with peers, whereas grade repeaters made less progress in high school and had lower mathematics grades. The later in school the grade retention, the poorer the academic performance.  相似文献   

17.
Few studies with respect to grade retention and school-disruptive behavior have focused on adolescence. Moreover, previous retention research has ignored multilevel issues. This study aims to fill these research lacunae by addressing the role of grade retention in adolescent students' school misconduct. Furthermore, we explore the role of the percentage of retained students at school in individual-level school misconduct and in moderating the relationship between retention and misconduct. Multilevel analyses of data (2004–2005) from 11,872 students in 85 Flemish secondary schools suggest that, while students retained in primary education exhibited less school misconduct in adolescence, those retained in secondary schools were more likely to break rules. Furthermore, students attending schools with a higher percentage of retainees were found to be more deviant. However, schools' retention composition moderated the relationship between grade retention and school misconduct. Implications are discussed.  相似文献   

18.
Although research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achievement for university students with and without learning disabilities (LD). We developed and tested a model explaining interrelationships among self-regulatory variables and grade point average (GPA) using structural equation modeling and multiple group analysis for students with LD (n = 53) and without LD (n = 421). Data were gathered using a new instrument, the Learning Strategies and Study Skills survey. The results of this study indicate that students with LD differed significantly from students without LD in the relationships between their motivation for and use of standard self-regulated learning strategies and compensation strategies, which in turn provided a differential explanation of academic achievement for students with and without LD. These paths of influence and idiosyncrasies of academic self-regulation among students with LD were interpreted in terms of social cognitive theory, metacognitive theory, and research conducted in the LD field.  相似文献   

19.
This paper reports the results of a study comparing college freshmen with learning disabilities (LD) and freshmen with no learning disabilities (NLD). Four data collections over one academic year were completed on a total of 72 students (LDn=39; NLDn=33). Results of the study indicated differences between groups in their initial choice of living accommodations and in the changes made over the year: the overall trend was for students with LD to become more dependent on their families, while students with NLD were becoming less dependent on their families. With regard to academics, students with LD reported spending significantly less time in study and course preparation, as well as greater pessimism about success in coursework. Despite their pessimism, the actual GPA attainment of students with LD was similar to that of NLD peers. Whereas both groups initially predicted it would be easy to adjust to the academic and social nature of college, students with learning disabilities ultimately reported being dissatisfied with the social climate on campus. No differences were found between LD and NLD students regarding their motivation for attending college, or their plans for final degree attainment.  相似文献   

20.
The aim of this study was to examine differences in intrinsic motivation and perceived academic competence as well as in their association between 5th‐ and 6th‐grade students with learning disabilities (LD) (n= 40) and their typically achieving peers. Participants were 980 Greek elementary students from the metropolitan area of Athens. As predicted, students with LD showed lower intrinsic motivation and perceived academic competence than students without LD almost across all subscales. Exceptions were noticed in intrinsic motivation concerning curiosity/interest and history subscales as well as perceptions of academic competence in the subjects of history and science. Support was found that among typically achieving students intrinsic motivation was positively and significantly related at a moderate level to perceived academic competence across all subscales, as opposed to students with LD, for whom few correlations were found.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号