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

First 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.

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