Date
7-15-2024
Department
School of Behavioral Sciences
Degree
Doctor of Philosophy in Psychology (PhD)
Chair
Rachel Piferi
Keywords
Twins, idential twins, fraternal twins, education, twin education
Disciplines
Psychology
Recommended Citation
Lindley, Robyn M., "School Teacher's Perceptions of Twins: a Study on the Educational Experience of Teaching Identical and Fraternal Twins" (2024). Doctoral Dissertations and Projects. 5770.
https://digitalcommons.liberty.edu/doctoral/5770
Abstract
This study explored teachers' perceptions of twins' academic abilities and achievements compared to single-born students. It aimed to understand teachers' attitudes towards classroom dynamics and social interactions among twins and their peers, as well as how teachers differentiate instruction to meet the diverse needs of twins in the classroom. By employing a qualitative phenomenological approach, the research gathered comprehensive data through surveys/questionnaires and in-depth, semi-structured interviews with 15 elementary school teachers with experience teaching identical and fraternal twins in primary and secondary schools in Texas and Virginia. The study identified several key themes through thematic analysis: the importance of individualized instruction, the unique social dynamics between twins, and the challenges and advantages of differentiation in the classroom. Findings indicate that teachers recognize the necessity of tailoring educational approaches to meet the diverse needs of twins, emphasizing the significance of fostering individual identities and promoting independence. This research holds significance as it contributes to scholarly discussions on student diversity and can inform theories related to peer dynamics, social integration, and differentiated instruction. The practical implications include the potential to inform teacher training programs, develop support systems for teachers, and influence school policies to foster a more inclusive and supportive learning environment for twins. By shedding light on teachers' perceptions of twins and their educational experiences, the study aims to optimize educational practices and outcomes for twin students, offering practical guidance for educators and informing interventions aimed at supporting twins' socio-emotional well-being and academic success.
