ERIC Number: EJ1350536
Record Type: Journal
Publication Date: 2022-Nov
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0895-9048
EISSN: EISSN-1552-3896
Classroom Placement and Twins' Social Behaviors in Elementary School: Providing Empirical Evidence to Inform Educational Policy
Garon-Carrier, Gabrielle; Bégin, Vincent; Brendgen, Mara; Vitaro, Frank; Ouellet-Morin, Isabelle; Dionne, Ginette; Boivin, Michel
Educational Policy, v36 n7 p1850-1875 Nov 2022
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.
Descriptors: Student Placement, Twins, Educational Policy, Student Behavior, Elementary School Students, Social Development, Foreign Countries, Aggression, Withdrawal (Psychology), Anxiety, Attention, Sibling Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Montreal)
Grant or Contract Numbers: N/A