Beyond grade retention and social promotion: Promoting the social and academic competence of students
Beyond grade retention and social promotion: Promoting the social and academic competence of students
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DOI：
10.1002/pits.20132
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发表时间：
2006-01-01
影响因子：
2
通讯作者：
Kundert, DK
中科院分区：
文献类型：
--
作者：
Jimerson, SR;Pletcher, SMW;Kundert, DK
在过去十年中，在当前强调教育标准和问责制的背景下，留级的做法有所增加。关于结束社会晋升的呼吁产生了各种关于晋升政策的建议和立法。这一背景促成了关于保留职等和社会晋升的使用的许多辩论。在一个强调循证干预的时代，研究表明，无论是留级还是社会晋升都不是提高教育成功率的成功战略。此外，研究还揭示了预防和干预战略，这些战略有可能促进有学习成绩不佳风险的学生的社会或学术能力。至关重要的是，教育专业人员在实施干预措施，以促进学生的成功时，熟悉的研究。学校心理学家可以使用这篇文章作为教师，管理人员和家长的入门，因为它提供了一个综合的研究解决以下重要问题：（一）保留学生的人口统计特征是什么？(b)保留对学术和社会情感结果有什么影响？(c)什么样的长期结果与等级保持相关？(d)学生对成绩保持的看法是什么？(e)发展视角如何增进我们的理解？(f)有哪些经验支持的有效干预策略？鼓励教育专业人员纳入循证方案和政策，以促进所有学生的成功。(c)2006 Wiley Periodicals，Inc.
During the past decade, amidst the current context emphasizing educational standards and accountability, the practice of grade retention has increased. The call for an end to social promotion has generated a variety of recommendations and legislation regarding promotion policies. This context has served as a catalyst for numerous debates regarding the use of grade retention and social promotion. In an era emphasizing evidence-based interventions, research indicates that neither grade retention nor social promotion is a successful strategy for improving educational success. Moreover, research also reveals prevention and intervention strategies that are likely to promote the social or academic competence of students at risk of poor school performance. It is essential that educational professionals are familiar with the research when implementing interventions to promote student success. School psychologists may use this article as a primer for teachers, administrators, and parents, as it provides a synthesis of research addressing the following important questions: (a) What are the demographic characteristics of retained students? (b) What are the effects of retention on academic and socioemotional outcomes? (c) What long-term outcomes are associated with grade retention? (d) What are students' perspectives regarding grade retention? (e) How does a developmental perspective enhance our understanding? (f) What are some empirically supported effective intervention strategies? Educational professionals are encouraged to incorporate evidence-based programs and policies to facilitate the success of all students. (c) 2006 Wiley Periodicals, Inc.