Student Disengagement in Inclusive Icelandic Education: A Question of School Effect in Reykjavík

Author(s):  
Kristjana Stella Blondal ◽  
Jón Torfi Jónasson ◽  
Atli Hafthórsson
Keyword(s):  
2010 ◽  
Vol 51 (3-4) ◽  
pp. 282-286 ◽  
Author(s):  
Pippa Griew ◽  
Angie Page ◽  
Sally Thomas ◽  
Melvyn Hillsdon ◽  
Ashley R. Cooper

1974 ◽  
Vol 5 (3) ◽  
pp. 115-125
Author(s):  
Martin L. Johnson

A sample of 81 first- and second-grade children from 2 Atlanta elementary schools was randomly partitioned into experimental and control groups. The experimental children were given experiences in sorting and seriating linear objects. The main effects of treatment and grade were significant (p < .01) on a seriation test. Grade and school effects were significant (p < .05) on a conservation test, with only school effect significant (p < .05) on a transitivity test. No significant relationship could be detected between classification and transitive ability using “same length as”; or between seriation and transitive ability using “shorter than” and “longer than.”


1990 ◽  
Vol 38 (2) ◽  
pp. 187
Author(s):  
Beverley Shaw ◽  
David J. Smith ◽  
Sally Tomlinson
Keyword(s):  

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