ERIC Number: ED164683
Record Type: Non-Journal
Publication Date: 1978
Reference Count: N/A
A Further Investigation of the Effects of Integration and Special Educational Intervention in the Early Primary Grades (1).
Klein, W.; Eshel, Y.
A longitudinal study reported in this document examines the effects of integration and the implementation of an open-classroom type program on first and second grade children from lower and middle class Israeli backgrounds. Data used to support the findings presented were obtained from the results of mathematics and reading achievement tests administered to both experimental and control groups at the end of two school years. Findings presented indicate that: (1) lower class children in settings that combine integration and classroom innovation achieved significantly better at both grade levels, as compared to their peers in integrated settings without changes in classroom procedures; (2) lower class children in homogeneous settings performed significantly below both of the latter groups; and (3) the performance of middle class children was essentially unaffected by integration. Implications for further research and policy are discussed and a list of references and tables showing statistical data gathered are included. (Author/EB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Hebrew Univ. of Jerusalem (Israel).; Ford Foundation, New York, NY.
Authoring Institution: N/A
Identifiers - Location: Israel