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|Title:||in-Grade Retention of Students in Jordanian Public Schools, Grades 4 Through 6|
|Author(s):||Shobaki, Jonnie Annice|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||This study was designed to investigate the practice of in-grade retention in Jordanian public schools, grades 4 through 6. Retention practices were chosen to determine the numbers of students facing problems in regular school programs and to determine the types of problems displayed by these students. The Minister of Education was interviewed and provided current information on the rules guiding retention at grade level. Seventy-eight (78) administrators and principles were also interviewed. They responded to questions on structured interview schedules developed by the researcher concerning rules guiding retention at grade level, the percentages of students retained during the 1983-84 school year, problems encountered in the classroom, assistance available to teachers, and additional assistance desired.
Interviewees were selected from throughout Jordan by stratified random sampling. The research employed methods of content analysis. Analysis of variance and chi-square tests were utilized to test for significant differences within the sample.
The major findings of the study indicated that rules existed guiding ingrade retention and there was unanimity among all persons interviewed in their understanding of the rules; however, these rules were at times differentially applied by lower-level administrators. In-grade retentions by both male and female teachers ranged between 3% and 46%. The percentage of students retained was inversely related to population density of the area in which the teacher worked. Divergent opinions were found between teachers and administrators regarding whether or not assistance was available to teachers encountering children with academic or behavioral problems in the classroom. Administrators expressed the need for better teacher preparation to assist teachers in dealing with student problems, while teachers expressed the need for special grouping of problem students and the hiring of specialized personnel. Teachers attributed existing academic or behavioral problems encountered to educational policy decisions, particularly automatic promotion, and to family-related factors, including broken homes and negative attitudes toward education.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1986.
|Date Available in IDEALS:||2015-05-13|