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Peer reviewedGagne, Francoys; Gagnier, Nadia – Roeper Review, 2004
How well do early school entrants adjust socio-affectively when compared to their regularly admitted peers? Despite numerous publications on the subject, much controversy remains, mainly because of methodologically fragile studies. To assess the impact of a new early entrance policy in Quebec, 36 kindergarten and 42 Grade 2 teachers who had at…
Descriptors: Foreign Countries, Social Integration, Gifted, Academic Achievement
