A Phenomenological Study of Teachers' Perceptions of Kindergarten Retention: Are Standards to be Blamed?
Term of Award
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (open access)
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This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Curriculum, Foundations, and Reading
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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.
DeLaigle, Ginger, "A Phenomenological Study of Teachers' Perceptions of Kindergarten Retention: Are Standards to be Blamed?" (2016). Electronic Theses and Dissertations. 1448.
Research Data and Supplementary Material