Literaturnachweis - Detailanzeige
| Autor/inn/en | Garon-Carrier, Gabrielle; Bégin, Vincent; Brendgen, Mara; Vitaro, Frank; Ouellet-Morin, Isabelle; Dionne, Ginette; Boivin, Michel |
|---|---|
| Titel | Classroom Placement and Twins' Social Behaviors in Elementary School: Providing Empirical Evidence to Inform Educational Policy |
| Quelle | In: Educational Policy, 36 (2022) 7, S.1850-1875 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Garon-Carrier, Gabrielle) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0895-9048 |
| DOI | 10.1177/08959048211015626 |
| Schlagwörter | Student Placement; Twins; Educational Policy; Student Behavior; Elementary School Students; Social Development; Foreign Countries; Aggression; Withdrawal (Psychology); Anxiety; Attention; Sibling Relationship; Canada (Montreal) |
| Abstract | Classroom placement of twins is an ongoing issue for educational policy. Many educational jurisdictions have standard policy most commonly founded in the belief that separation supports individual identity, personal development and academic opportunity. This study examined the effects of classroom placement in a sample of 560 twin pairs whose behaviors were assessed from ages 5 to 12 years. We found no detrimental effect of classroom sharing on twins' social development. In contrast, this study provides evidence that educating twins together is associated with modest positive twins' behaviors and social functioning at school. Implications for educational policies are further discussed. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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