Flynn, Joseph E.
Ed.D. (Doctor of Education)
Department of Curriculum and Instruction (CI)
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.
Newman, Veda, "Phenomenological Exploration of School Social Workers' Perceptions of Grade Retention" (2020). Graduate Research Theses & Dissertations. 7495.
Northern Illinois University
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