Date
4-2014
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
James Swezey
Keywords
interventions, self-determination, self-efficacy, social promotion, teaching practices, work ethic
Disciplines
Education | Educational Assessment, Evaluation, and Research
Recommended Citation
Knight, Tammy, "Public School Social Promotion Policies: Exploring Socially Promoted Students' Experiences" (2014). Doctoral Dissertations and Projects. 852.
https://digitalcommons.liberty.edu/doctoral/852
Abstract
The purpose of this study was to examine the experiences of public school, general education students, who have not been diagnosed with a learning disability, and who have been socially promoted, meaning that the students academically failed one or more core subjects but were allowed to advance to the next grade level. This study was a transcendental phenomenological qualitative study of students who were socially promoted at least once during their public school career. Questionnaires and individual interviews were used to gain knowledge from the participants regarding the meaning of being a socially promoted student; self-efficacy and motivation, as it pertains to being socially promoted; and how socially promoted students cope socially and academically in social promotion situations. This qualitative data was coded using horizontalization and developed clusters of meaning and from these clusters, textural and structural descriptions provided a snapshot of the lived experiences and personal voices of the participants. Through these means, the essences of the participants' experiences were brought to light.
