Date Approved
5-31-1997
Embargo Period
8-24-2016
Document Type
Thesis
Degree Name
M.A. in Elementary Education
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Molinari, Louis
Subject(s)
Ability grouping in education; Grading and marking (Students); Nongraded schools
Disciplines
Elementary Education and Teaching
Abstract
This study compared the effects of multiage education and graded education on academic performance, social skills development and parent, student and teacher attitudes toward school.
The 34 multiage students and the 27 graded students were assessed through curriculum based tests and informal reading inventories. Statistical analyses were completed A significant difference was found.
Both groups of students completed a social skills development survey. Cafeteria/playground aides were surveyed and discipline referrals were examined to find the percentage of students in each group who received a detention for a discipline violation. Data was collected, and statistically analyzed. No significant difference was found.
The parents of both groups of students completed a survey about their impressions of the education of their children. Both groups of students completed a survey about their attitudes toward school. The two multiage teachers and the two graded teachers added information through discussion and interview to determine their altitudes toward their respective educational programs. Data was statistically analyzed. No significant difference was found.
Recommended Citation
Buff, Cheryl L., "A comparison of multiage education and graded education in the areas of academics, social skills and attitudes of participants" (1997). Theses and Dissertations. 2039.
https://rdw.rowan.edu/etd/2039
