ERIC Number: ED042863
Record Type: Non-Journal
Publication Date: 1970-May
Reference Count: N/A
A Look at Combination Class Effects at Emerson Elementary School. McAteer Project M9-14.
Purl, Mabel C.; Curtis, Jonathan
This study was conducted in the Emerson Elementary School of the Riverside Unified School District, California, which operates multi-grade (combination) and single grade (non-combination) classrooms in the early childhood department and also special programs to improve interracial understanding. The study explores the effects of student participation in combination classes on: (1) achievement; (2) anxiety; (3) perceived attitudes of others toward self; (4) self-attitude; (5) racial interactions; and, (6) racial attitudes. Significant differences were found in relation to variables of anxiety, racial interactions, and racial attitudes: (1) pupils in combination classes were less anxious about school than pupils in non-combination classes; (2) blacks in combination classes were more likely to be chosen by non-black pupils as teammates, workmates, and seatmates than were blacks in non-combination classes; and, (3) combination class pupils perceived black male pictures as kinder and black children as happier than did non-combination class pupils, while non-combination classes perceived white male pictures as kinder than pupils in combination classes. (DM)
Publication Type: N/A
Education Level: N/A
Sponsor: California State Dept. of Education, Sacramento. Div. of Compensatory Education.
Authoring Institution: Riverside Unified School District, CA.
Identifiers - Location: California