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The Educational Effect of Forced Separation on Twins

Grime, Jamison J.
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1224685321

Abstract Details

2008, Doctor of Education, University of Toledo, Educational Administration and Supervision.
Current research studies have concluded that separating twins in school before they are ready can lead to internalizing issues and behavior problems (Tully et al., 2004 & van Leeuwen et al., 2005). Despite the current research, there are schools in the United States that practice an arbitrary policy of separating twins into separate classrooms against their wishes. Research has shown that these schools cite developing individuals as their main reason for separating twins (Preedy, 1999). There is minimal evidence from empirical studies that suggests classroom separation of twins aids them in their intellectual or emotional development (Hay & Preedy, 2005). This qualitative research study is designed to examine the educational effects forced separation has on twins. This study used a purposive sample of three sets of twins between the ages of six and nine who were forced into separate classrooms from their co-twin and the mothers of these twins. A series of structured interviews and drawings from the twins depicting their emotions concerning the separation was used to collect the data. Interviews were recorded and transcribed verbatim to ensure accuracy of the data. Analysis of the transcriptions provided the basis for major themes and codes to emerge. Interview data collected from the twins showed that forced separation produced feelings of sadness, anger, fright, and loneliness that impeded the twin’s ability to succeed in school. Twins reported their grades were lower due to a problem with focusing in class. Focusing was perceived by the twins as being difficult due to the urge they possessed of having to know where their co-twin was and what they were doing. Data showed the negative feelings displayed by the twins at school impeded their ability to make friends and socially interact with peers. Data from the mothers concluded that completing separate homework packets, unequal educations due to teacher differences, and helping the twins cope emotionally with the initial separation was taxing on the family structure and mental health of the family. Further research in this area should focus on the value school principals place on current educational research and initiatives schools can undertake to promote individuality amongst twins without separating them.
Caroline Roettger (Committee Chair)
Lloyd Roettger (Committee Member)
Barbara Bleyaert (Committee Member)
John Mascazine (Committee Member)
143 p.
Education
Multiples; Twins; Separation

Recommended Citations

Citations

  • Grime, J. J. (2008). The Educational Effect of Forced Separation on Twins [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1224685321

    APA Style (7th edition)

  • Grime, Jamison. The Educational Effect of Forced Separation on Twins. 2008. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1224685321.

    MLA Style (8th edition)

  • Grime, Jamison. "The Educational Effect of Forced Separation on Twins." Doctoral dissertation, University of Toledo, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1224685321

    Chicago Manual of Style (17th edition)

toledo1224685321
7,233
© 2008, some rights reserved.Creative Commons License The Educational Effect of Forced Separation on Twins by Jamison J. Grime is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by University of Toledo and OhioLINK.
Release 3.2.12