10.6084/m9.figshare.5816148.v1
Vanda Mendes Ribeiro
Vanda Mendes
Ribeiro
Paula Reis Kasmirski
Paula Reis
Kasmirski
Joana Buarque de Gusmão
Joana Buarque de
Gusmão
Antônio Augusto Gomes Batista
Antônio Augusto Gomes
Batista
Márcia Aparecida Jacomini
Márcia Aparecida
Jacomini
Marcel Crahay
Marcel
Crahay
BELIEFS OF TEACHERS ABOUT GRADE RETENTION
SciELO journals
2018
Grade retention
Teacher education
Teachers’ beliefs
Assessment
Principles of justice.
2018-01-24 02:41:58
Dataset
https://scielo.figshare.com/articles/dataset/BELIEFS_OF_TEACHERS_ABOUT_GRADE_RETENTION/5816148
<p></p><p>Abstract: This article aims to analyze the beliefs of basic education teachers about grade retention. To that end, it discusses possible relations between beliefs about grade retention, beliefs about justice and evaluation principles, and teachers’ knowledge about the findings of research on the effects of grade retention. We also present teacher profile characteristics that can influence teacher adhesion to grade retention. The relationship between the beliefs mentioned, and between them and knowledge of research, was analyzed by correlation and the identification of characteristics associated with retention was done by regression analysis. We used primary data concerning almost 5.5 thousand teachers that teach Portuguese Language. We found that teachers who adhere to retention tend to also adhere to a meritocratic principle of justice and to normative assessment. Having more experience in teaching, not teaching in initial years of basic education, a greater knowledge of research of the subject, and holding a Master’s or a Ph. D. degree characterize the teachers who are less likely to agree with grade retention.</p><p></p>