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Classroom Placement of Twins Triplets and Other Multiples in Grades Kindergarten Through Eight in East Tennessee Schools: East Tennessee Principals Perceptions

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Classroom Placement of Twins Triplets and Other Multiples in Grades Kindergarten Through Eight in East Tennessee Schools: East Tennessee Principals Perceptions East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 8-2011 Classroom Placement of Twins Triplets and Other Multiples in Grades Kindergarten Through Eight in East Tennessee Schools: East Tennessee Principals Perceptions. Joy Brown Parton East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Educational Administration and Supervision Commons Recommended Citation Parton, Joy Brown, "Classroom Placement of Twins Triplets and Other Multiples in Grades Kindergarten Through Eight in East Tennessee Schools: East Tennessee Principals Perceptions." (2011). Electronic Theses and Dissertations. Paper 1319. https://dc.etsu.edu/etd/1319 This Dissertation - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Classroom Placement of Twins, Triplets, and Other Multiples in Grades Kindergarten Through Eight in East Tennessee Schools: East Tennessee Principals‟ Perceptions A dissertation presented to the faculty of the Department of Educational Leadership and Policy Analysis East Tennessee State University In partial fulfillment of the requirements for the degree Doctor of Education in Educational Leadership by Joy Brown Parton August 2011 Dr. Eric Glover, Chair Dr. Virginia Foley Dr. James Lampley Dr. Elizabeth Ralston Keywords: Fraternal Twins, Identical Twins, Triplets, Birth Multiples, Classroom Placement of Multiples, Premature Birth, Low Birth Weight, School Readiness ABSTRACT Classroom Placement of Twins, Triplets, and Other Multiples in Grades Kindergarten Through Eight in East Tennessee Schools: East Tennessee Principals‟ Perceptions by Joy Brown Parton The purpose of this study was to learn from kindergarten- through 8th-grade principals in East Tennessee (a) what policies guide their decisions regarding classroom placement for multiple- birth children; (b) what postsecondary training they have; (c) what sources guide their decisions; (d) what knowledge they have of the needs, relationships, and bonds of multiples; and (e) what their perceptions are regarding how to best meet the needs of multiples. Data were collected through interviews with a purposeful sample of 10 principals of kindergarten- through 8th-grade schools. Five themes emerged forming constructs for organizational framework: (a) learning environment, (b) meeting individual needs, (c) communication, (d) culture, and (e) perceptions. Based on the research, the following conclusions were presented: Prior to Tennessee Code Annotated, Section 49-6-3102, effective July 1, 2010, none of the school systems had placement policies. Most principals had no postsecondary or graduate school training specific to and were not knowledgeable of the educational psychology of multiples or implications regarding their developmental, emotional, and academic issues. Most said on-the-job training was their only 2 instruction. Few principals were aware of the needs, relationships, and bonds of multiples. Principals stated their conviction that separating multiples would promote individuality and foster independence. Findings from this study might result in colleges modifying their teachers‟ education curriculum to include the educational psychology of multiples and implications regarding their developmental, emotional, and academic issues. Principals currently serving should enlighten themselves regarding the educational psychology of multiples to include the dynamics of the multiples‟ relationships and the bond that exists between them. School districts should provide education for staff regarding the development of multiples. Principals should recognize parents of multiples as their best source of guidance and look to school psychologists as resources. It is recommended that principals work with families, become more acquainted with multiples, and seek their opinions when making decisions that affect them. It is recommended that if principals want to help multiples become independent and develop as individuals, they should learn to tell them apart and call them by their individual names rather than “twin” or “triplet.” 3 DEDICATION Dedication #1: This study is dedicated to my family, my source of strength: To my husband Merle who has always expressed the highest degree of confidence in me. To my daughter Jennifer and our granddaughters Lucy and Laney: “I am the matriarch of this family, and I am your role model. I desire that you learn the importance of setting goals, dedication, perseverance, and the result of hard work in all that you endeavor in life.” Dedication #2: I dedicate this study to two people who are as much a part of my life as I am: I can‟t remember a time in my life when I was without them and I can‟t imagine the time in my life when I will be without them. They were my first playmates; they are my lifelong best friends. They are not just my sisters--they are my womb-mates. They are my triplet sisters, Love and Hope “The uniqueness of the multiples‟ bond is hard for a non-multiple to imagine. It is a bond that is longer lasting than marriage, friendships, or the relationship between a parent and a child. Togetherness with the co-multiples is all that the child has ever known” ~ Pamela Prindle Fierro ~~~ In memory of my parents Roy D. and Viola Ford Brown who both passed away before the completion of this work 4 ACKNOWLEDGMENTS First, I thank God for providing me with His gifts of family, health, ability, opportunity, and support to complete this task. I specifically acknowledge my gratitude to my committee chair Dr. Eric Glover for his kindness, patience, professional insight, support, and calming manner; these encouragers were invaluable to me throughout this endeavor. I am grateful for the high academic standard Dr. Glover held for me; his encouraging persistence allowed me to advance to a level I did not know I could achieve. I wish to thank Dr. Virginia Foley, Dr. James Lampley, and Dr. Elizabeth Ralston for serving on my committee; I appreciate your time and guidance. I would like to thank Betty Ann Proffitt for always being so helpful and efficient. I am indebted to the participants who volunteered their time for this research. You allowed me to delve into your personal inner space as you readily and enthusiastically shared your thoughts and feelings with me; I appreciate your candor. Thank you for your hard work and dedication for serving the educational needs of the children in East Tennessee. Finally, I am forever grateful to Debby Bryan, my editor. Throughout this project our lives underwent momentous changes; we weathered some heavy storms, went through some dark days, and endured some bumpy rides but we kept to the task. Her unwavering faith in God, her ability to remain optimistic, and her confidence in me was a constant source of inspiration. Thank you Debby. 5 CONTENTS Page ABSTRACT ........................................................................................................................ 2 DEDICATION ....................................................................................................................... 4 ACKNOWLEDGMENTS ..................................................................................................... 5 LIST OF TABLES ................................................................................................................. 11 Chapter 1. INTRODUCTION ......................................................................................................... 12 Purpose of the Study .................................................................................................. 14 Research Questions .................................................................................................... 15 Significance of the Study ........................................................................................... 16 Definitions of Terms .................................................................................................. 17 Delimitations and Limitations .................................................................................... 18 Overview of the Study ............................................................................................... 19 2. REVIEW OF LITERATURE ........................................................................................ 20 Introduction ................................................................................................................ 20 Birthing Trends .......................................................................................................... 20 Health Risks for Multiple-Birth Babies ..................................................................... 23 Understanding Multiples ............................................................................................ 24 Types of Multiples ..................................................................................................... 26 6 Chapter Page Identical Twins..................................................................................................... 26 Fraternal Twins .................................................................................................... 27 Categories of Multiples Apart From Zygosity ..........................................................
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