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Download full textRussell, V. Jean; Rowe, Kenneth J.; Hill, Peter W. – 1998
On the basis of a comprehensive best-evidence synthesis of the literature on the effects of multigrade and multi-age classes, Veenman (1995) concluded that there were no significant differences between multigrade and single-grade classes in cognitive or achievement effects. Subsequently, Mason and Burns (1996) challenged Veenman's conclusion,…
Descriptors: Academic Achievement, Administrator Attitudes, Elementary Education, Foreign Countries
