Term of Award

Summer 2016

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


Department of Curriculum, Foundations, and Reading

Committee Chair

Yasar Bodur

Committee Member 1

Jerri Kropp

Committee Member 2

Bob Lake

Committee Member 3

Meca Williams-Johnson

Committee Member 3 Email



Currently there are a number of Kindergarten students who are being retained for not mastering Common Core State Standards. One of the methods that teachers can use to support Kindergarten students in achieving these standards are Developmentally Appropriate Practices. The exploration of the perceptions of teachers who have experienced the phenomenon of retaining Kindergarten students served as the goal for this qualitative, phenomenological study. The results provided data for examination of the perceptions the teachers had with retaining Kindergarten students and their perceptions of the developmental appropriateness of the Common Core State Standards. Four Kindergarten teachers participated in three interviews which determined their Focused Life History, Details of the Experience, and Reflection of the Meaning. Data from each interview were analyzed, coded, and indicated identifiable patterns. The findings provide information that could be used to help teachers learn from other teachers’ experiences of retention and lead to possible interventions that may help prevent retention. Recommendations for future research are also provided.

Research Data and Supplementary Material