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|Title:||Elementary school nonpromotion in two Illinois schools: A qualitative analysis of teacher practice and knowledge|
|Author(s):||Lyon, Maurice Nathan|
|Doctoral Committee Chair(s):||Zodhiates, Philip P.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Early Childhood
|Abstract:||The images held by primary grade teachers in two small town Illinois schools were examined to explain wide differences in the nonpromotion rates of schools. The construct of images was borrowed from Elbaz (1983). Images consist of the cognitive, emotional and experiential knowledge teachers bring to their work. They guide the teachers intuitively. Semi-structured teacher interviews were used as a window to the images.
The images differed between the two schools in the three areas of how one assesses student success, the role of student maturity and the value of school compensatory interventions. Possible explanations were differences in the role of school administration, the teacher familiarity with the interventions, the size of the schools, and the density of low-income families in the school.
|Rights Information:||Copyright 1995 Lyon, Maurice Nathan|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9543660|