Grade repetition and boys’ risk of being repeated in early schooling in Queensland, Australia
| Autor: | Robyn Anderson, Carla Anderson |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Early childhood education
School readiness Social Psychology Repetition (rhetorical device) Descriptive statistics 05 social sciences 050301 education Education Developmental psychology Intervention (counseling) Relative risk Developmental and Educational Psychology Research studies 0501 psychology and cognitive sciences Psychology 0503 education At-risk students 050104 developmental & child psychology |
| Zdroj: | Journal of Psychologists and Counsellors in Schools. 30:146-158 |
| ISSN: | 2055-6373 2055-6365 |
| DOI: | 10.1017/jgc.2019.5 |
| Popis: | Despite the fact that many research studies (Canon & Lipscomb, 2011; Jimerson, 2001a, 2001b, 2004; Martin, 2011) have shown that grade repetition offers few benefits to students, it continues to be used as an early intervention practice to address students’ low levels of readiness for school or early school failure. The study contributes to the evidence-based research on grade repetition in Australian schools by drawing on, and analysing, the most recent data on grade repetition from Queensland’s state education department, the Department of Education and Training. Descriptive statistics and relative risk ratio, used to analyse the data, found that boys aged 5 years are overrepresented in grade repetition in the first year of schooling, ‘Prep’, in Queensland state schools. Possible reasons for the disproportionate overrepresentation of boys aged 5 years repeated in Prep are discussed, together with recommendations for future policy and practice. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|