Date of Award

2000

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

Parents of multiples seek practical advice in parenting. One area of great concern expressed by parents of multiples is in appropriate classroom placement decisions for their children. A great deal of anecdotal literature and folklore exists, which suggests placement in separate classrooms is best, so that each multiple can develop as an individual, rather than part of a set. There is, however, no research that supports the appropriateness or effectiveness of this belief. Research does support the merit of assessing each case individually when making classroom placement recommendations (Emmons, 1976; Dreyer, 1991; Hay, 1991; LeRoux, 1992; Segal, 1992). This study was undertaken to identify and explore the elementary classroom placement decision-making processes in a typical Midwestern school district. The exploration occurred through an interpretive approach” to an ethnographic study, which focused on uncovering perspectives held by parents and educators regarding what the classroom placement processes for multiples are and should be. The goal was to develop an understanding and comparison of the perceptions held by each participant in this study. Semi-structured interviews were conducted to gain insight into the perspectives held by educators and parents of multiples. The results of this study yielded divergent descriptions of the processes, when comparing educator and parent reports. Educators and parents focused on different variables and held different assumptions about multiples when making placement recommendations. None of the educators who participated in the study reported having a policy regarding the classroom placement of multiples. All of the participating elementary schools, however, reported routinely recommending separating multiples in school. Parent involvement in the decision-making process was limited beyond the kindergarten level. Perhaps the most important purpose of this study serves to open dialogue between parents and school personnel when making classroom placement decisions for multiples. Both parents and school personnel may, as a result, engage in a critical examination of how each party can initiate, participate in, and evaluate such a dialogue.

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