Developmental Trends in the Relation between Adjustment and Academic Achievement for Elementary School Children in Mixed-Age Classrooms.

Ricard, Richard J.; Miller, Gale A.; Heffer, Robert W.

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Peer reviewed

ERIC Number: EJ587374

Record Type: Journal

Publication Date: 1995

Pages: N/A

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ISSN: ISSN-0279-6015

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Developmental Trends in the Relation between Adjustment and Academic Achievement for Elementary School Children in Mixed-Age Classrooms.

Ricard, Richard J.; Miller, Gale A.; Heffer, Robert W.

School Psychology Review, v24 n2 p258-70 1995

Significant developmental differences were found for student adjustment in a study exploring relations between standardized measures of students' achievement and teacher ratings of student adjustment for K-2 students in mixed-age classrooms. Teacher ratings of student adjustment were significantly lower for kindergartners compared to second graders. Regression analysis indicated student age, gender, and achievements were significantly predictive of teacher ratings of student school adjustment. (Author/JDM)

Descriptors: Achievement Rating, Adjustment (to Environment), Age Differences, Age Groups, Individual Development, Mixed Age Grouping, Primary Education, Sex Differences

Publication Type: Information Analyses; Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A