Publication Date
2020
Document Type
Dissertation/Thesis
First Advisor
Flynn, Joseph E.
Degree Name
Ed.D. (Doctor of Education)
Legacy Department
Department of Curriculum and Instruction (CI)
Abstract
This research study focuses on the perspectives of school social workers in understanding and addressing the complexities of grade retention. Brené Brown's Rising Strong Theory and Urie Bronfenbrenner’s Ecological Model of Human Development provide the conceptual frameworks for exploring the lived experiences of school social workers in addressing grade retention. Scholarly research on grade retention illuminates the divergent views and findings on the subject. An overview of the historic and current school social work profession is provided to situate the school social workers' role in addressing the social, emotional, and academic needs of students. The research methodology for this study makes use of phenomenology to explore how school social workers address grade retention with students, school teams, and parents.
Recommended Citation
Newman, Veda, "Phenomenological Exploration of School Social Workers' Perceptions of Grade Retention" (2020). Graduate Research Theses & Dissertations. 7495.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/7495
Extent
173 pages
Language
eng
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
