I need with a class

Kimberly Burke

May 26, 2019

Research Plan Overview

Dr. Floralba Arbelo Marrero

Research Plan Overview

Name: Kimberly Burke

Stage of Completion: 1

I. Introduction

A. Problem Statement

1. Over the past years, the practice of grade retention has increased as the focus is directed on the educational practice and responsibility. In fact, there have been many recommendations and laws with regards to promotion of students in school districts.

a. Silberglitt, B., Appleton, J., Burns, M., & Jimerson, S. (2006 ). Examining the effects of grade retention on student reading performance: A longitudinal study. Journal Of School Psychology, 44(4), 255-270. doi: 10.1016/j.jsp.2006.05.004

b. Jimerson, S., Pletcher, S., Graydon, K., Schnurr, B., Nickerson, A., & Kundert, D. (2005 ). Beyond grade retention and social promotion: Promoting the social and academic competence of students. Psychology In The Schools, 43(1), 85-97. doi: 10.1002/pits.20132

2. Most of the schools across the country are experiencing the challenge of retaining or promoting learners who have not achieved the necessary prerequisite in their present grade. Studies indicate that promoting unprepared learners does not help to improve their life or achieve their goals. Similarly, research also demonstrates that retention often result in detrimental effects on the education of a student .

a. Ou, S., & Reynolds, A. (2010 ). Grade Retention, Postsecondary Education, and Public Aid Receipt. Educational Evaluation And Policy Analysis, 32(1), 118-139. doi: 10.3102/0162373709354334

b. Dombek, J., & Connor, C. (2012). Preventing retention: First grade classroom instruction and student characteristics. Psychology In The Schools, 49(6), 568-588. doi: 10.1002/pits.21618

3. The problem is that most of elementary and middle school learners are promoted to the next grade even if they do not meet the necessary requirements

B. Purpose

1. The purpose of this study is to examine the effectiveness of grade retention and how it affect the performance of students.

C. General research questions

1. What is the effect of grade retention on the performance of students?

2. How is retention related to the student’s motivation?

3. What strategies can be used to ensure students are promoted to the next grade appropriately?

D. Research Plan

1. It is a qualitative study.

2. Interviews and questionnaires will be used to ask students, teachers and administrators about the effectiveness and impact of grade retention.

II. Review of Related Literature

A. Theoretical Framework

1. The study will involve an ontological framework based on the diverse perspectives from students, teachers and administrators. Different themes will be developed based on the findings (Creswell, 2014).

a. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixe methods approaches. Thousand Oaks: SAGE.

2. The study is shaped by contructivism worldview. It is aimed to provide an understanding of the world we live and work in (Creswell, 2014). The subjective meanings of the students, teachers and admonistrators are at the core of the research, and to understand the complexity of perspectives is the utmost objective.

a. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixe methods approaches. Thousand Oaks: SAGE.

B. Important Thinkers/experts/theorists in this field of study

1. Jackson, G. (1975). The Research Evidence on the Effects of Grade Retention. Review Of Educational Research, 45(4), 613. doi: 10.2307/1170067

a. The work is foundational as to the pertinent issue of grade retention, and examine the effects of grade retention on student’s performance and social development.

b. Jackson’s work is cited in most of the studies regarding grade retention.

2. Williams, D. (2014). Student Grade Retention: Parent Perrspectives and Practical Solutions. Hauppauge: Nova Science Publishers, Inc.

a. Presents a foundational insight on action steps educational stakeholders can take to better educate all students.

b. Frequently referenced in journal articles on student grade retention.

C. Related Research

1. Peterson, L., & Hughes, J. (2010). The differences between retained and promoted children in educational services received. Psychology In The Schools, 48(2), 156-165. doi: 10.1002/pits.20534

a. The article examines whether students retained in first grade differed with the students who were promoted.

b. Key descriptors – Grade retention, teacher engagement, student achievement, performance and behavioral change.

2. Cham, H., Hughes, J., West, S., & Im, M. (2015). Effect of retention in elementary grades on grade 9 motivation for educational attainment. Journal Of School Psychology, 53(1), 7-24. doi: 10.1016/j.jsp.2014.10.001

a. This research study discusses the impact of grade retention in elementary school on student’s motivaton for educational achievement in grade 9.

b. Key descriptors – Retention, motivation, elementary grades and educational attainement.

3. Hughes, J., Kwok, O., Puckett, S., & Cerda, C. (2013). Effect of retention in elementary grades on transition to middle school. Journal Of School Psychology, 51(3), 349-365. doi: 10.1016/j.jsp.2013.01.004

a. The article presents the effects of retention in grades 1 to 5 on student’s reading and achievement on math, student-reported school identity, and teacher-rated engagement.

b. Key descriptors – Grade retention, academic achievement, behavioral engagement, middle school, school identity, and prospensity matching.

References

Cham, H., Hughes, J., West, S., & Im, M. (2015). Effect of retention in elementary grades on grade 9 motivation for educational attainment. Journal Of School Psychology, 53(1), 7-24. doi: 10.1016/j.jsp.2014.10.001

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixe methods approaches. Thousand Oaks: SAGE.

Dombek, J., & Connor, C. (2012). Preventing retention: First grade classroom instruction and student characteristics. Psychology In The Schools, 49(6), 568-588. doi: 10.1002/pits.21618

Hughes, J., Kwok, O., Puckett, S., & Cerda, C. (2013). Effect of retention in elementary grades on transition to middle school. Journal Of School Psychology, 51(3), 349-365. doi: 10.1016/j.jsp.2013.01.004

Jackson, G. (1975). The Research Evidence on the Effects of Grade Retention. Review Of Educational Research, 45(4), 613. doi: 10.2307/1170067

Jimerson, S., Pletcher, S., Graydon, K., Schnurr, B., Nickerson, A., & Kundert, D. (2005). Beyond grade retention and social promotion: Promoting the social and academic competence of students. Psychology In The Schools, 43(1), 85-97. doi: 10.1002/pits.20132

Ou, S., & Reynolds, A. (2010). Grade Retention, Postsecondary Education, and Public Aid Receipt. Educational Evaluation And Policy Analysis, 32(1), 118-139. doi: 10.3102/0162373709354334

Peterson, L., & Hughes, J. (2010). The differences between retained and promoted children in educational services received. Psychology In The Schools, 48(2), 156-165. doi: 10.1002/pits.20534

Silberglitt, B., Appleton, J., Burns, M., & Jimerson, S. (2006). Examining the effects of grade retention on student reading performance: A longitudinal study. Journal Of School Psychology, 44(4), 255-270. doi: 10.1016/j.jsp.2006.05.004

Williams, D. (2014). Student Grade Retention: Parent Perrspectives and Practical Solutions. Hauppauge: Nova Science Publishers, Inc.

�I am assuming you are referring to being left back – be more specific and link your ideas clearly.

For example here:

Over the past decade, the practice of grade retention among middle school students has increased as a result of high stakes practices and accountability. (I’m making this up - )

See how I took the two sentences and combined them? Be sure that you do this and flesh out your ideas a bit more.

�Outdated

�Too old – outdated

�Do these articles focus on policy as well as grade retention practice? Make sure your sources and content are aligned.

�I think thisi s what you should focus on fleshing out for your problem statement as it is part of the crux of the problem. Not only are schools pressured to promote but the rpoblems that come with unprepared students.

�A little old

�So clarify your statement in the first point b/c it seems as if students are being left back more frequently. Be clear.

�WE don’t measure effectivneness – be sure to read through the global comments and use the model presented for the purpose statatment.

�Go back to C&P and read about question development.

How do educators describe the influence of grade retention on the academic performance of students?

What strategies do educators use to prepare students for their next year of study? (this might be too broad a question in light of the issue you are trying to understand) – I would focus more on – how grade retention influences student outcomes – develop questions about that from an educators perspective.

�Let’s develop this in light of C&P and qualitative research. Why are you using Qualitative Research?

Why is it a good fit for what you want to accomplish?

Read about the nuances of qualitative research – it digs deep; it is reflective, it depends upon the experiences of the individuals who have experience with the phenomenon you are studying.

Also – note that the word effectiveness is not a term we use in qualitative research.

�Expand this and explain better beyond the themes how ontology will guide your thinking.