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Peer reviewed Peer reviewed
ERIC Number: EJ572820
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-1380-3611
EISSN: N/A
Combination Classrooms Revisited.
Veenman, Simon
Educational Research and Evaluation (An International Journal on Theory and Practice), v3 n3 p262-76 Sep 1997
Using results of a best-evidence synthesis and a meta-analysis of an extensive international database, it is argued that there is no empirical evidence at the moment showing that student learning suffers in combination classes. No support is found for the selection bias suggested by D. Mason and R. Burns (1997). (SLD)
Descriptors: Academic Achievement, Elementary Education, Elementary Schools, International Studies, Meta Analysis, Mixed Age Grouping, Multigraded Classes, Nongraded Instructional Grouping, Statistical Bias, Synthesis
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: Comments on a review by D. Mason and R. Burns of the effects of combination classes ("Reassessing the Effects of Combination Classes,""Educational Research and Evaluation," n3 p1-53 1997).