Toward a Theory of Combination Classes.

Mason, DeWayne A.; Burns, Robert B.

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Peer reviewed

ERIC Number: EJ572836

Record Type: CIJE

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1380-3611

EISSN: N/A

Toward a Theory of Combination Classes.

Mason, DeWayne A.; Burns, Robert B.

Educational Research and Evaluation (An International Journal on Theory and Practice), v3 n4 p281-304 Dec 1997

S. Veenman argues that his reviews of the literature lead to the conclusion that combination classes are neither worse nor better than single-grade classes. This rejoinder discusses disagreements with Veenman's findings, which are hampered by a narrow reading and interpretation of the literature on potential positive effects of combination classes. (SLD)

Descriptors: Academic Achievement, Elementary Education, International Studies, Literature Reviews, Meta Analysis, Mixed Age Grouping, Multigraded Classes, Nongraded Instructional Grouping, Statistical Bias, Synthesis

Publication Type: Information Analyses; Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Responds to a critique by S. Veenman of the present author's literature review conclusion that combination classes lead to at least small negative effects on academic achievement (S. Veenman, "Combination Classes Revisited,""Educational Research and Practice," v3 262-76 1997). See TM 521 282.