Translating theory into practice: grade retention in the pre-schooling years

Anderson, Robyn (2011) Translating theory into practice: grade retention in the pre-schooling years. In: Pandian, S.A., Ismail, S.A.M.M., and Toh, C.H., (eds.) Teaching and Learning in Diverse Contexts: Issues and Approaches. Universiti Sains Malaysia, Penang, Malaysia, pp. 1-7.

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Abstract

There has been considerable investment in high quality research to inform best practice in our educational systems. However, there remains some disparity between educational research and some educational practices. Early intervention practices such as delayed school entry and grade retention are not only common practices found in many Western educational systems but they are also increasing as well. Such increases are occurring despite the accumulating evidence from research which warns of their ineffectiveness and possible harm to children. In the light of the disparity between research and such practices, this paper seeks to understand, from teachers’ perspectives, why some teachers continue to invest in practices that a growing body of research warns against.

Item ID: 23308
Item Type: Book Chapter (Research - B1)
ISBN: 978-967-5-41732-0
Date Deposited: 07 Feb 2013 06:01
FoR Codes: 13 EDUCATION > 1301 Education Systems > 130102 Early Childhood Education (excl Maori) @ 50%
13 EDUCATION > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 50%
93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930101 Learner and Learning Achievement @ 50%
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