Single-age and multi-age groupings in kindergarten and their effect on literacy achievement

Kathleen Flynn Corrigan, Brian Hemmings, Russell Kay

Research output: Book chapter/Published conference paperConference paperpeer-review

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Abstract

The authors of this paper report on a study that considered the effect of classroom grouping on the literacy achievement of kindergarten students. Data collected from students were used in bivariate and multivariate analyses. Information of a mostly qualitative nature was also gathered from teachers and subjected to analysis. Taken together, the results of these analyses indicated that class type (i.e., single-age versus multi-age) did not affect the overall literacy test results of the kindergarten students. The implications of this study for current educational practice and future research are discussed.
Original languageEnglish
Title of host publicationAARE2006
Subtitle of host publicationEngaging Pedagogies
Place of PublicationAustralia
PublisherAARE
Pages1-8
Number of pages8
Publication statusPublished - 2007
EventAustralian Association for Research in Education International Education Research Conference: AARE 2007 - Adelaide, Australia, Adelaide, Australia
Duration: 27 Nov 200730 Nov 2007

Conference

ConferenceAustralian Association for Research in Education International Education Research Conference
CountryAustralia
CityAdelaide
Period27/11/0730/11/07

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