The same or separate? An exploration of teachers' perceptions of the classroom assignment of twins in prior to school and kindergarten to Year Two school settings

Laura Jones, Katey De Gioia*

*Corresponding author for this work

    Research output: Contribution to journalArticle

    3 Citations (Scopus)

    Abstract

    This article investigates the perceptions of 12 teachers from New South Wales, Australia, regarding the classroom assignment of twins. Analysis of semi-structured interviews with each of the teachers revealed four key findings: 1) teachers' perceptions about the classroom assignment of twins vary according to their previous experience and relationship with twins in their personal life; 2) there are no sector-wide policies regarding the classroom assignment of twins; 3) setting size is a major factor influencing teachers' perceptions of the classroom assignment of twins; and 4) formal training does not refer to twins and their education. Recommendations and implications for teachers are discussed.

    Original languageEnglish
    Pages (from-to)239-253
    Number of pages15
    JournalJournal of Early Childhood Research
    Volume8
    Issue number3
    DOIs
    Publication statusPublished - Oct 2010

    Keywords

    • classroom assignment
    • early childhood
    • education
    • policy
    • twins

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