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      Classroom Placement and Twins’ Social Behaviors in Elementary School: Providing Empirical Evidence to Inform Educational Policy

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          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.

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          Children's perceptions of the personal relationships in their social networks.

          Wyndol Furman, Duane Buhrmester (1985)
          Article 0 comments Cited 327 times – based on 0 reviews     Review now
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            Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?

            Bridget K Hamre, Robert C Pianta (2005)
            This study examined ways in which children's risk of school failure may be moderated by support from teachers. Participants were 910 children in a national prospective study. Children were identified as at risk at ages 5-6 years on the basis of demographic characteristics and the display of multiple functional (behavioral, attention, academic, social) problems reported by their kindergarten teachers. By the end of first grade, at-risk students placed in first-grade classrooms offering strong instructional and emotional support had achievement scores and student-teacher relationships commensurate with their low-risk peers; at-risk students placed in less supportive classrooms had lower achievement and more conflict with teachers. These findings have implications for understanding the role that classroom experience may play in pathways to positive adaptation.
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              Age and sex differences in perceptions of networks of personal relationships.

              D Buhrmester, W Furman (1992)
              In this study, 549 youths in the fourth grade, seventh grade, tenth grade, and college completed Network of Relationship Inventories assessing their perceptions of their relationships with significant others. The findings were largely consistent with 7 propositions derived from major theories of the developmental courses of personal relationships. In particular, mothers and fathers were seen as the most frequent providers of support in the fourth grade. Same-sex friends were perceived to be as supportive as parents in the seventh grade, and were the most frequent providers of support in the tenth grade. Romantic partners moved up in rank with age until college, where they, along with friends and mothers, received the highest ratings for support. Age differences were also observed in perceptions of relationships with grandparents, teachers, and siblings. Finally, age differences in perceived conflict, punishment, and relative power suggested that there was a peak in tension in parent-child relationships in early and middle adolescence. Discussion centers around the role various relationships are perceived as playing at different points in development.
              Article 0 comments Cited 109 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Journal ID (nlm-ta): Educ Policy (Los Altos Calif)
                Journal ID (iso-abbrev): Educ Policy (Los Altos Calif)
                Journal ID (publisher-id): EPX
                Journal ID (hwp): spepx
                Title: Educational Policy (Los Altos, Calif.)
                Publisher: SAGE Publications (Sage CA: Los Angeles, CA )
                ISSN (Print): 0895-9048
                ISSN (Electronic): 1552-3896
                Publication date (Electronic): 27 May 2021
                Publication date (Print): November 2022
                Volume: 36
                Issue: 7
                Pages: 1850-1875
                Affiliations
                [1 ]Université de Sherbrooke, Sherbrooke, QC, Canada
                [2 ]Université de Montréal, Montreal, QC, Canada
                [3 ]Université du Québec à Montréal, Montreal, QC, Canada
                [4 ]Université Laval, Quebec, QC, Canada
                Author notes
                [*]Gabrielle Garon-Carrier, Université de Sherbrooke, Sherbrooke, QC J1K 2R1, Canada. Email: gabrielle.garon-carrier@ 123456usherbrooke.ca
                Author information
                https://orcid.org/0000-0002-9906-5247
                Article
                Publisher ID: 10.1177_08959048211015626
                DOI: 10.1177/08959048211015626
                PMC ID: 9493409
                SO-VID: 43897e00-f760-4e99-a4e4-2fcb5146d85e
                Copyright © © The Author(s) 2021
                License:

                This article is distributed under the terms of the Creative Commons Attribution 4.0 License ( https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ( https://us.sagepub.com/en-us/nam/open-access-at-sage).

                History
                Funding
                Funded by: Québec Ministry of Health, ;
                Funded by: Centre de recherche du CHU Sainte-Justine, FundRef https://doi.org/10.13039/501100010778;
                Funded by: Canada Research Chairs, FundRef https://doi.org/10.13039/501100001804;
                Funded by: Canadian Institutes of Health Research, FundRef https://doi.org/10.13039/501100000024;
                Funded by: National Health Research Institutes, FundRef https://doi.org/10.13039/501100004737;
                Funded by: Fonds de Recherche du Québec-Société et Culture, FundRef https://doi.org/10.13039/100008240;
                Funded by: Social Sciences and Humanities Research Council of Canada, FundRef https://doi.org/10.13039/501100000155;
                Categories
                Subject: Articles
                Custom metadata
                typesetter ts1

                Keywords: classroom placement,twins’ similarity,social behaviors,intertwin relationship,educational policy
                Data availability:
                Keywords: classroom placement, twins’ similarity, social behaviors, intertwin relationship, educational policy

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