Progress of Promoted and Repeating GRADE I FAILURES

References

• Aguilera, A., and Keneally, Katherine. “School Failure—Psychiatric Implications,” Journal of Child Psychiatry, III (1954), pp. 88–92.
   Google Scholar
• Akridge, G. H. Pupil Progress Policies and Practices, Contributions to Education, Number 691 (New York: Teachers College, Columbia University, 1937).
   Google Scholar
• Arthur, Grace. “A Study of the Achievement of 60 Grade One Repeaters as Compared with that of Non-Repeaters of the Same Mental Age,” Journal of Experimental Education, V (1936), pp. 203–5.
   Google Scholar
• Ayres, L. D. Laggards in Our School (New York: Russell Sage Foundation, 1909).
   Google Scholar
• Brown, F. “An Experimental Study of the Effect of Neuroticism Upon Age Grade Status of Children,” Journal of Educational Psychology, XXIX (1938), pp. 107–13.
   Google Scholar
• Buckingham, B. R. Research for Teachers (New York: Silver, Burdett and Co., 1926).
   Google Scholar
• Busemann, A. “Zur Pyschologie des ‘Sitzenbleidens,’“ Zsch. F. Pad. Psologie, XXXIII (1932), pp. 305–8.
   Google Scholar
• Caswell, H. L. Non-Promotion in Elementary School, Division of Survey and Field Studies (Nashville: George Peabody College for Teachers, 1933).
   Google Scholar
• Cheyney, W. W., and Boyer, P. A. “Division of Educational Research, Philadelphia,” extracts quoted in Elementary School Journal, XXXIII (1933), pp. 647–51.
   Google Scholar
• Coffield, W. H., and Blommers, P. “Effects of Nonpromotion on Educational Achievement in the Elementary School,” Journal of Educational Psychology, XLVII (1956), pp. 235–50.
   Web of Science ®Google Scholar
• Cook, W. W. “Some Effects of the Maintenance of High Standards of Promotion, “ Elementary School Journal, XLI (1941), pp. 430–37.
   Google Scholar
• Elsbree, W. S. Pupil Progress in the Elementary School (New York: Bureau of Publications, Teachers College, Columbia University, 1943).
   Google Scholar
• Falkner, R. P. “Some Further Considerations Upon the Retardations of the Pupils of Five City School Systems,” The Psychological Clinic, XI (1908), pp. 57–74.
   Google Scholar
• Farvey, E. S. “Regarding Repeaters: Sad Effect of Failure Upon the Child,” Nations School, XVIII (1936), pp. 37–9.
   Google Scholar
• Goodlad, J. I. “Some Effects of Promotion and Nonpromotion Upon the Social and Personal Adjustment of Children,” Journal of Experimental Education, XXII (1954), pp. 301–8.
   Web of Science ®Google Scholar
• Hall, W. F., and Demarest, R. “Effect on Achievement Scores of a Change of Promotional Policy,” Elementary School Journal, LVIII (1958), pp. 204–7.
   Web of Science ®Google Scholar
• Heck, A. O. Administration of Pupil Personnel (Boston: Ginn and Co., 1929).
   Google Scholar
• Holmes, J. A., and Finley, Carmen J. “Under and Over Age Grade Placement in School Achievement,” Journal of Educational Psychology, XLVIII (1957), pp. 447–56.
   Web of Science ®Google Scholar
• Jablow, Lillian. “Deferred Promotions in Grade I,” Baltimore Bulletin of Education, XXV (1947), pp. 146–47.
   Google Scholar
• Johnson, R. I. “Irregular Attendance in the Primary Grades,” The Psychological Clinic, III (1909), pp. 89.
   Google Scholar
• Keyes, H. C. Progress Through the Grades of City Schools (New York: Bureau of Publications, Teachers College, Columbia University, 1911).
   Google Scholar
• Klene, Vivian and Branson, E. P. “Trial Promotion vs. Failure,” Los Angeles Educational Research Bulletin, VIII (1929), pp. 6–11.
   Google Scholar
• Kowitz, J.G.T., and Armstrong, C. M. “The Effect of Promotion Policy on Academic Achievement,” Elementary School Journal, LXI (1961), pp. 431–43.
   Google Scholar
• Kyte, G. C. “Causes of First Grade Nonpromotion in Light of Measured Intelligence,” Elementary School Journal, XXXVIII (1937), pp. 415–28.
   Google Scholar
• Larson, R. E. Age-Grade Status of Iowa Elementary School Pupils, unpublished dissertation, State University of Iowa, 1955.
   Google Scholar
• Lennon, R. T., and Mitchell, Blythe C. “Trends in Age-Grade Relationships: A 35-Year Review,” School and Society, LXXXII (1955), pp. 123–25.
   Google Scholar
• Lobdell, L. O. “Results of Nonpromotion Policy in One School District,” Elementary School Journal, LIV (1954), pp. 333–37.
   Web of Science ®Google Scholar
• McElwee, E. W. “A Comparison of Personality Traits of 300 Accelerated, Normal, and Retarded Children,” Journal of Educational Research, XXVI (1932), pp. 31–34.
   Google Scholar
• McKinney, B. Promotion of Pupils: A Problem of Educational Administration, unpublished doctoral dissertation, University of Illinois, Urbana, 1928.
   Google Scholar
• Meek, C. S. “A Study in Retardation and Acceleration,” Elementary School Journal, XV (1915), pp. 423.
   Google Scholar
• Morrison, Ida E., and Perry, Ida F. “Acceptance of Overage Children by Their Classmates,” Elementary School Journal, LVI (1956), pp. 217–20.
   Web of Science ®Google Scholar
• Olckers, P. J. “Skoolpunte en Standarde,” Journal of Social Research (Pretoria), I (1960), pp. 172–82.
   Google Scholar
• Rinsland, H. D. Constructing Tests and Grading in Elementary and High School Subjects, (New York: Prentice Hall, 1937).
   Google Scholar
• Rose, Marion. Promotion and Failure as Affected by Sex, unpublished Master’s Thesis, University of Kansas, Lawrence, 1928.
   Google Scholar
• Sandin, A. A. “Social and Emotional Adjustment of Regularly Promoted and Nonpromoted Pupils,” Child Development Monographs, No. 32 (New York: Bureau of Publications, Teachers College, Columbia University, 1944).
   Google Scholar
• Saunders, C. M., Promotion or Failure for the Elementary School Pupil? (New York: Bureau of Publications, Teachers College, Columbia University, 1941).
   Google Scholar
• Schuler, H. “Kinder Bleiden Sitzen,” Prax Kinder Psychologie Kinderpsychiatrie, IV (1955), pp. 132–33.
   Google Scholar
• Witmer, L. “What is Meant by Retardation,” The Psychological Clinic, IV (1910), pp. 121–22.
   Google Scholar
• Worth, W. H. “Promotion or Nonpromotion,” Educational Administration and Supervision, XLVI (1960), pp. 16–26.
   Google Scholar