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Intellectual and Academic Achievements and Adjustment of Underprivileged Children in Homogeneous and Heterogeneous Classrooms

Yehudit Arzi and Yehuda Amir
Child Development
Vol. 48, No. 2 (Jun., 1977), pp. 726-729
Published by: Wiley on behalf of the Society for Research in Child Development
DOI: 10.2307/1128684
Stable URL: http://www.jstor.org/stable/1128684
Page Count: 4
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Intellectual and Academic Achievements and Adjustment of Underprivileged Children in Homogeneous and Heterogeneous Classrooms
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Abstract

Integrating underprivileged children in classrooms with privileged children is a major educational problem in Israel today. This study aims to investigate whether the contact in the integrated classrooms in their existing form achieves the desired positive goals in education and emotional adjustment. It was hypothesized (1) that the educational and intellectual achievements of underprivileged children in homogeneous schools (UHM) would be lower than those of underprivileged children in integrated or heterogeneous classrooms (UHT); and that the UHT would be less well adjusted than the UHM. Subjects of the study were 340 fourth-grade pupils from 5 homogeneous and 5 integrated schools. The results confirm the hypotheses, though not completely. The UHT excel in mathematics and nonverbal intelligence over the UHM, but in verbal achievements both groups are equal. The UHM show better personal adjustment than the UHT.

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