Classroom Placement and Twins' Social Behaviors in Elementary School: Providing Empirical Evidence to Inform Educational Policy.
classroom placement
educational policy
intertwin relationship
social behaviors
twins’ similarity
Journal
Educational policy (Los Altos, Calif.)
ISSN: 0895-9048
Titre abrégé: Educ Policy (Los Altos Calif)
Pays: United States
ID NLM: 101529102
Informations de publication
Date de publication:
Nov 2022
Nov 2022
Historique:
entrez:
26
9
2022
pubmed:
27
9
2022
medline:
27
9
2022
Statut:
ppublish
Résumé
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.
Identifiants
pubmed: 36159629
doi: 10.1177/08959048211015626
pii: 10.1177_08959048211015626
pmc: PMC9493409
doi:
Types de publication
Journal Article
Langues
eng
Pagination
1850-1875Informations de copyright
© The Author(s) 2021.
Déclaration de conflit d'intérêts
Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
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