Reassessing the Effects of Combination Classes.

Mason, DeWayne A.; Burns, Robert B.

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Peer reviewed

ERIC Number: EJ572807

Record Type: CIJE

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1380-3611

EISSN: N/A

Reassessing the Effects of Combination Classes.

Mason, DeWayne A.; Burns, Robert B.

Educational Research and Evaluation (An International Journal on Theory and Practice), v3 n1 p1-53 Mar 1997

Research on combination classes, in which students from two or more grades are placed with one teacher for most or all of the school day, is reviewed. Consistent research findings are that combination classes, distinguished from multiage/nongraded classes, have at least a small negative effect on student achievement. (SLD)

Descriptors: Academic Achievement, Elementary Education, Elementary School Students, Grouping (Instructional Purposes), Literature Reviews, Mixed Age Grouping, Multigraded Classes, Nongraded Instructional Grouping, Student Placement

Publication Type: Information Analyses; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Research supported by the University of California, Riverside, through its Educational Research Cooperative, the Minority Student Intern Program of the Graduate Division, Academic Senate, and Regents Faculty Fellowship Grants.