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Oxford Review of Education Volume 22, 1996 - Issue 4
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Original Articles

Class‐size and Learning: the Tennessee experiment — what follows?

S. J. Prais
Pages 399-414 | Published online: 07 Jul 2006

Citations (23)

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Read on this site (9)

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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Ken Rowe. (2006) Effective teaching practices for students with and without learning difficulties: Issues and implications surrounding key findings and recommendations from the national inquiry into the teaching of literacy . Australian Journal of Learning Disabilities 11:3, pages 99-115.
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Wenfan Yan & Qiuyun Lin. (2005) Effects of Class Size and Length of Day on Kindergartners' Academic Achievement: Findings from Early Childhood Longitudinal Study. Early Education and Development 16:1, pages 49-68.
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Maria Iacovou. (2002) Class Size in the Early Years: Is Smaller Really Better?. Education Economics 10:3, pages 261-290.
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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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Harvey Goldstein & Peter Blatchford. (1998) Class Size and Educational Achievement: a review of methodology with particular reference to study design. British Educational Research Journal 24:3, pages 255-268.
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S.J. Prais. (1997) Whole‐class Teaching, School‐readiness and Pupils’ Mathematical Attainments. Oxford Review of Education 23:3, pages 275-290.
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Julia Whitburn. (1996) Contrasting Approaches to the Acquisition of Mathematical Skills: Japan and England. Oxford Review of Education 22:4, pages 415-434.
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Articles from other publishers (14)

Trine Filges, Christoffer Scavenius Sonne‐Schmidt & Bjørn Christian Viinholt Nielsen. (2018) Small class sizes for improving student achievement in primary and secondary schools: a systematic review. Campbell Systematic Reviews 14:1, pages 1-107.
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Peter Blatchford, Paul Bassett & Penelope Brown. (2011) Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools. Learning and Instruction 21:6, pages 715-730.
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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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Alice Sullivan & Geoff Whitty. 2007. International Studies in Educational Inequality, Theory and Policy. International Studies in Educational Inequality, Theory and Policy 49 68 .
Eric A. Hanushek. 2006. 865 908 .
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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Eric A. Hanushek. (2003) The Failure of Input‐based Schooling Policies. The Economic Journal 113:485, pages F64-F98.
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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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Jayasri Dutta, James Sefton & Martin Weale. (2005) Education and Public Policy. Fiscal Studies 20:4, pages 351-386.
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Sylwia Wilberg & Detlef H. Rost. (1999) Große Klassen - kleine Leistung?. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 31:3, pages 138-143.
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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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A. B. Krueger. (1999) Experimental Estimates of Education Production Functions. The Quarterly Journal of Economics 114:2, pages 497-532.
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Francis Kramarz, Stephen J. Machin & Amine Ouazad. (2008) What Makes a Test Score? The Respective Contributions of Pupils, Schools, and Peers in Achievement in English Primary Education. SSRN Electronic Journal.
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