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British Educational Research Journal Volume 24, 1998 - Issue 3
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Original Articles

Class Size and Educational Achievement: a review of methodology with particular reference to study design

Harvey Goldstein Institute of Education, University of LondonCorrespondence[email protected] [email protected]
&
Peter Blatchford Institute of Education, University of London
Pages 255-268 | Received 08 Oct 1997, Accepted 18 Dec 1997, Published online: 06 Jul 2006

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Gary James Harfitt. (2013) Why ‘small’ can be better: an exploration of the relationships between class size and pedagogical practices. Research Papers in Education 28:3, pages 330-345.
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JIM MACKENZIE. (2012) Evidence‐based Education Policy: What evidence? What basis? Whose policy? – Edited by D. Bridges, P. Smeyers and R. Smith. Educational Philosophy and Theory 44:1, pages 117-119.
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Peter Blatchford, Paul Bassett, Penelope Brown, Clare Martin, Anthony Russell & Rob Webster. (2011) The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress. British Educational Research Journal 37:3, pages 443-464.
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Jan Van Damme, Hongqiang Liu, Lobke Vanhee & Heidi Pustjens. (2010) Longitudinal studies at the country level as a new approach to educational effectiveness: explaining change in reading achievement (PIRLS) by change in age, socio‐economic status and class size. Effective Education 2:1, pages 53-84.
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Peter Blatchford, Anthony Russell, Paul Bassett, Penelope Brown & Clare Martin. (2007) The effect of class size on the teaching of pupils aged 7 – 11 years. School Effectiveness and School Improvement 18:2, pages 147-172.
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David Pedder. (2006) Are small classes better? Understanding relationships between class size, classroom processes and pupils' learning. Oxford Review of Education 32:2, pages 213-234.
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Peter Blatchford . (2005) A Multi‐method Approach to the Study of School Class Size Differences. International Journal of Social Research Methodology 8:3, pages 195-205.
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Peter Blatchford, Harvey Goldstein, Clare Martin & William Browne. (2002) A Study of Class Size Effects in English School Reception Year Classes. British Educational Research Journal 28:2, pages 169-185.
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Kathy Hall & Wendy Nuttall. (2000) Class size and pedagogy. Education 3-13 28:3, pages 52-57.
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Hugh L. Fletcher. (1999) Reduction in attainment with increasing student numbers in a university first-level genetics class. Journal of Biological Education 34:1, pages 32-35.
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Kathy Hall & Wendy Nuttall. (1999) The Relative Importance of Class Size to Infant Teachers in England . British Educational Research Journal 25:2, pages 245-258.
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Articles from other publishers (39)

George Leckie. (2022) A Celebration of Harvey Goldstein’s Lifetime Contributions: Memories of Working with Harvey Goldstein on Educational Research and Statistics. Journal of the Royal Statistical Society Series A: Statistics in Society 185:3, pages 758-762.
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Koyo Yamamori, Masaru Tokuoka, Yasuhito Hagiwara, Yoshihiro Oouchi, Keiko Nakamoto & Takamichi Isoda. (2021) Effects of Class Size and Provision of Learning Goals and Feedback on Students’ Two-Year Achievement Trajectories:クラスサイズ及び達成目標の提示と達成状況のフィードバックの頻度による2年間にわたる学力の変化の違い. The Japanese Journal of Educational Psychology 69:3, pages 297-316.
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Shaikha Aldossrey, Ameena Ali & Ruqaia Alalwani. (2020) The Impact of Group Discussion in Online Teaching to Enhance Student Learning in Some Arabic and Islamic Courses. The Impact of Group Discussion in Online Teaching to Enhance Student Learning in Some Arabic and Islamic Courses.
Jean Ecalle, Christophe Gomes, Pauline Auphan, Laurent Cros & Annie Magnan. (2019) Effects of policy and educational interventions intended to reduce difficulties in literacy skills in grade 1. Studies in Educational Evaluation 61, pages 12-20.
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Jeremy D. Finn. (2019) Academic and non-cognitive effects of small classes. International Journal of Educational Research 96, pages 125-135.
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Kam Wing Chan. 2017. Life in Schools and Classrooms. Life in Schools and Classrooms 421 432 .
Gary James HarfittGary James Harfitt. 2015. Class Size Reduction. Class Size Reduction 31 56 .
Paul Smeyers. 2015. International Handbook of Interpretation in Educational Research. International Handbook of Interpretation in Educational Research 1381 1408 .
Paul Smeyers. 2014. A Companion to Research in Education. A Companion to Research in Education 67 76 .
Kevin Denny & Veruska Oppedisano. (2013) The surprising effect of larger class sizes: Evidence using two identification strategies. Labour Economics 23, pages 57-65.
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Yongyun Shin. (2012) Do Black Children Benefit More From Small Classes? Multivariate Instrumental Variable Estimators With Ignorable Missing Data. Journal of Educational and Behavioral Statistics 37:4, pages 543-574.
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Abdol’azim Karimi. (2012) Schools with strong features and poor performance in reading literacy achievement in PIRLS 2006. Procedia - Social and Behavioral Sciences 31, pages 646-652.
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David Sloan Wilson, Richard A. Kauffman & Miriam S. Purdy. (2011) A Program for At-Risk High School Students Informed by Evolutionary Science. PLoS ONE 6:11, pages e27826.
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Yongyun Shin & Stephen W. Raudenbush. (2011) The Causal Effect of Class Size on Academic Achievement. Journal of Educational and Behavioral Statistics 36:2, pages 154-185.
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Harvey Goldstein. 2010. Multilevel Statistical Models. Multilevel Statistical Models 333 346 .
Jeremy D. Finn, Allison E. Suriani & Charles M. Achilles. 2012. Childhood Programs and Practices in the First Decade of Life. Childhood Programs and Practices in the First Decade of Life 287 308 .
P. Blatchford & K.C. Lai. 2010. International Encyclopedia of Education. International Encyclopedia of Education 200 206 .
Christine Howe. 2009. Peer Groups and Children's Development. Peer Groups and Children's Development 201 226 .
PAUL SMEYERS. (2008) On the Epistemological Basis of Large-Scale Population Studies and their Educational Use. Journal of Philosophy of Education 42, pages 63-86.
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Joshua Michael Englehart. (2007) The Centrality of Context in Learning from Further Class Size Research. Educational Psychology Review 19:4, pages 455-467.
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Paul Smeyers. 2007. Educational Research: Why ‘What Works’ Doesn't Work. Educational Research: Why ‘What Works’ Doesn't Work 95 108 .
Panayota Korilaki. (2006) An enlightened use of educational monitoring for Greece. International Journal of Educational Management 20:6, pages 415-438.
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Jean Ecalle, Annie Magnan & Fabienne Gibert. (2006) Class size effects on literacy skills and literacy interest in first grade: A large-scale investigation. Journal of School Psychology 44:3, pages 191-209.
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Jeremy D. Finn, Susan B. Gerber & Jayne Boyd-Zaharias. (2005) Small Classes in the Early Grades, Academic Achievement, and Graduating From High School.. Journal of Educational Psychology 97:2, pages 214-223.
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Rosalind Levačić. (2016) Educational Leadership as a Causal Factor. Educational Management Administration & Leadership 33:2, pages 197-210.
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P Blatchford. (2003) A systematic observational study of teachers’ and pupils’ behaviour in large and small classes. Learning and Instruction 13:6, pages 569-595.
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Peter Blatchford, Paul Bassett, Harvey Goldstein & Clare Martin. (2013) Are class size differences related to pupils' educational progress and classroom processes? findings from the institute of education class size study of children aged 5–7 years. British Educational Research Journal 29:5, pages 709-730.
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David K. Cohen, Stephen W. Raudenbush & Deborah Loewenberg Ball. (2016) Resources, Instruction, and Research. Educational Evaluation and Policy Analysis 25:2, pages 119-142.
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Peter Blatchford & Gemma Catchpole. 2003. International Handbook of Educational Research in the Asia-Pacific Region. International Handbook of Educational Research in the Asia-Pacific Region 741 754 .
Peter Blatchford, Viv Moriarty, Suzanne Edmonds & Clare Martin. (2016) Relationships Between Class Size and Teaching: A Multimethod Analysis of English Infant Schools. American Educational Research Journal 39:1, pages 101-132.
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Ronald G. Ehrenberg, Dominic J. Brewer, Adam Gamoran & J. Douglas Willms. (2017) Class Size and Student Achievement. Psychological Science in the Public Interest 2:1, pages 1-30.
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Jeremy D. Finn, Susan B. Gerber, Charles M. Achilles & Jayne Boyd-Zaharias. (2022) The Enduring Effects of Small Classes. Teachers College Record: The Voice of Scholarship in Education 103:2, pages 145-183.
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Jeremy D. Finn, Susan B. Gerber, Charles M. Achilles & Jayne Boyd-Zaharias. (2001) The Enduring Effects of Small Classes. Teachers College Record: The Voice of Scholarship in Education 103:2, pages 145-183.
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Suzanne Russ, Berttram Chiang, Billie Jo Rylance & Joyce Bongers. (2016) Caseload in Special Education: An Integration of Research Findings. Exceptional Children 67:2, pages 161-172.
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Eric A. Hanushek. (2016) Some Findings From an Independent Investigation of the Tennessee STAR Experiment and From Other Investigations of Class Size Effects. Educational Evaluation and Policy Analysis 21:2, pages 143-163.
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Jeremy D. Finn & Charles M. Achilles. (2016) Tennessee's Class Size Study: Findings, Implications, Misconceptions. Educational Evaluation and Policy Analysis 21:2, pages 97-109.
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Roel J. Bosker, Peter Blatchford & G. Wim Meijnen. 1999. Enhancing Educational Excellence, Equity and Efficiency. Enhancing Educational Excellence, Equity and Efficiency 89 112 .
Mohd Halim Kadri, Nadzira Yahaya & Naimah Ahmad Yahya. (2009) Class Size, Class Ranking and Students’ Achievement. SSRN Electronic Journal.
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