Date Approved

4-29-1999

Embargo Period

8-9-2016

Document Type

Thesis

Degree Name

M.A. in Elementary School Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Johnson, Theodore

Subject(s)

Nongraded schools

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purpose of this study was to gain a thorough understanding of the multiage classroom and to compare the academic and social performance of students in the traditional type classroom to students in a multiage classroom.

The subject of this study were 24 students in the traditional fifth grade classroom at the Hurffville Elementary School and the 30 multiage students in the fourth and fifth grade multiage classroom at the Thomas Jefferson School.

The academic performance was evaluated through the use of curriculum based tests in the area of Reading and Math. Student surveys were used to compare the development of social skills among the 24 students in the graded class and the 30 students in the multiage class. Interviews of students and staff members were used to gather information regarding the development of social skills of the students being studied.

This study found that there was a significant difference between the academic performance of the multiage students as compared to the graded students. There was no significant difference between the social skills and attitudes of the multiage students as compared to the graded students.

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