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

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 p...

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Autores principales: Garon-Carrier, Gabrielle, Bégin, Vincent, Brendgen, Mara, Vitaro, Frank, Ouellet-Morin, Isabelle, Dionne, Ginette, Boivin, Michel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: SAGE Publications 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9493409/
https://www.ncbi.nlm.nih.gov/pubmed/36159629
http://dx.doi.org/10.1177/08959048211015626
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author Garon-Carrier, Gabrielle
Bégin, Vincent
Brendgen, Mara
Vitaro, Frank
Ouellet-Morin, Isabelle
Dionne, Ginette
Boivin, Michel
author_facet Garon-Carrier, Gabrielle
Bégin, Vincent
Brendgen, Mara
Vitaro, Frank
Ouellet-Morin, Isabelle
Dionne, Ginette
Boivin, Michel
author_sort Garon-Carrier, Gabrielle
collection PubMed
description 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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spelling pubmed-94934092022-09-23 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 Educ Policy (Los Altos Calif) Articles 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. SAGE Publications 2021-05-27 2022-11 /pmc/articles/PMC9493409/ /pubmed/36159629 http://dx.doi.org/10.1177/08959048211015626 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/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).
spellingShingle Articles
Garon-Carrier, Gabrielle
Bégin, Vincent
Brendgen, Mara
Vitaro, Frank
Ouellet-Morin, Isabelle
Dionne, Ginette
Boivin, Michel
Classroom Placement and Twins’ Social Behaviors in Elementary School: Providing Empirical Evidence to Inform Educational Policy
title Classroom Placement and Twins’ Social Behaviors in Elementary School: Providing Empirical Evidence to Inform Educational Policy
title_full Classroom Placement and Twins’ Social Behaviors in Elementary School: Providing Empirical Evidence to Inform Educational Policy
title_fullStr Classroom Placement and Twins’ Social Behaviors in Elementary School: Providing Empirical Evidence to Inform Educational Policy
title_full_unstemmed Classroom Placement and Twins’ Social Behaviors in Elementary School: Providing Empirical Evidence to Inform Educational Policy
title_short Classroom Placement and Twins’ Social Behaviors in Elementary School: Providing Empirical Evidence to Inform Educational Policy
title_sort classroom placement and twins’ social behaviors in elementary school: providing empirical evidence to inform educational policy
topic Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9493409/
https://www.ncbi.nlm.nih.gov/pubmed/36159629
http://dx.doi.org/10.1177/08959048211015626
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