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A Comparative Study of Single-Graded versus Multi-Graded Classrooms.
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Trusty, Edward M., Jr.; Beckenstein, Stacey – 1996
This study compared cognitive, social, and affective progress of students in a multi-graded classroom and a single-graded classroom. Participating were teachers in kindergarten/first, first, and second grade classrooms and a random sample of their students at two suburban Virginia schools. Five teachers taught in single-graded classrooms and one…
Descriptors: Class Organization, Comparative Analysis, Elementary School Students, Interpersonal Competence