Volume 24, Issue 2 (1995)
Developmental Trends in the Relation Between Adjustment and Academic Achievement for Elementary School Children in Mixed-Age Classrooms
Richard J. Ricard, Gale A. Miller, Robert W. Heffer
Abstract: This study explored developmental trends in the relation between standardized measures of students’ achievement and teacher ratings of student school adjustment for K-2 students in mixed-age classrooms. Significant developmental differences were found for student adjustment, even in the absence of differences in student achievement across grades. Specifically, teacher ratings of student adjustment were significantly lower for kindergartners compared to second graders. In addition, regression analyses indicated that student age, gender, and achievement were, in general, significantly predictive of teacher ratings of student school adjustment. The applicability of findings to mixed-age, cooperative learning environments is discussed. Future research is recommended to further validate and extend present findings.
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