Same or separate: Exploring the decision-making process of select principals relative to the classroom placement of multiple-birth children

The purpose of this study was to explore the decision-making process of principals as they place multiple birth children in classrooms.;As administrators continue to face a myriad of decisions, questions of educating multiple birth children may transfer into controversy. Most principals have discovered that they have been observing an increase of multiple birth children in the school populations. There is not a large body of information available for administrators to draw on regarding whether to place multiples in the same or separate classrooms. Studies show that there is much to consider when making decisions for this steadily increasing group.;The grounded theory approach is fitting to this study since there is no temptation to verify a current theory in place. Principals were the primary source of knowledge and practice regarding how multiples are placed although the principal investigator also interviewed teachers and parents for further depth. The researcher gleaned rich, thick and meaningful data from this methodology. Data was collected, sorted, coded, put in categories and analyzed.;This study used the grounded theory approach to answer the following research questions: (1) What are the experiences and explanations of principals relative to the placement of multiple birth children? (2) What are the experiences of parents relative to the placement of multiple birth children? (3) What are the experiences of teachers relative to the placement of multiple birth children?;As the principal investigator interviewed principals, teachers and parents of multiple birth children, a theory evolved to explain the decision-making process of principals. Many principals believe that multiples need to be separated in different classes. Whether this belief is derived from knowledge, research or tradition is unclear. However, in practice principals are periodically disregarding their own beliefs. Principals and parents rely heavily on the teachers' expertise and counsel. The principals, teachers and parents are keenly aware of the multiples' commitment to each other. The theme of dominance and its interaction with dependence, academics and socialization drifted through the discussions.;Parental opinion and teacher counsel appear to be influential. Principals' practice of accepting and even soliciting parent opinion is becoming the norm based on these findings.