This paper scrutinizes a contribution to U.S. literature opposing all grade retention (failing elementary students) on grounds of how this can encourage subsequent academic failure. According to this paper, the essay is strongly biased in favour of veracity of academic study of Education which may not match local realities, reducing expertise of elementary school teachers, or attention to specific student groups. At no time in the essay, is the sample of teachers asked for opinion due to reliance on instruments drawing attitudes and 'beliefs'.
From the Paper:
"Retaining students for repeated studies has long been a North American solution to children who fail to perform as well as their peers. As Witmer et al explain, 'failing' or 'keeping back' the child is not effective towards improving a child's ability, and elementary teachers' ideas on grade retention continue to contrast with what has been learned of 'failing' the child and its long-term implications. The paper is interesting in light of the larger question of what to do with the non-achieving or non-learning child, in traditional and other educational thought."
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