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Educational Research and Evaluation
An International Journal on Theory and Practice
Volume 18, 2012 - Issue 7
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Articles

Are there additional benefits from being in small classes for more than one year?

Spyros Konstantopoulos Michigan State University, East Lansing, MI, USACorrespondence[email protected]
&
Wei Li Michigan State University, East Lansing, MI, USA
Pages 671-685 | Received 04 Dec 2011, Accepted 04 Dec 2011, Published online: 29 Aug 2012

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Read on this site (5)

Ikuya Aizawa. (2023) A comparative study of Japanese and English medium instruction: the driving factors behind academic success. Journal of Multilingual and Multicultural Development 0:0, pages 1-13.
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Ting Shen & Spyros Konstantopoulos. (2022) Are class size and teacher characteristics associated with cognitive outcomes in early grades?. School Effectiveness and School Improvement 33:3, pages 333-359.
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Wei Li & Spyros Konstantopoulos. (2017) Does class-size reduction close the achievement gap? Evidence from TIMSS 2011. School Effectiveness and School Improvement 28:2, pages 292-313.
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Wei Li & Spyros Konstantopoulos. (2016) Class Size Effects on Fourth-Grade Mathematics Achievement: Evidence From TIMSS 2011. Journal of Research on Educational Effectiveness 9:4, pages 503-530.
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Ning Liu & Birgit Neuhaus. (2014) Gender Inequality in Biology Classes in China and Its Effects on Students' Short-Term Outcomes. International Journal of Science Education 36:10, pages 1531-1550.
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Articles from other publishers (1)

Elizabeth Buckner & You Zhang. (2020) The quantity-quality tradeoff: a cross-national, longitudinal analysis of national student-faculty ratios in higher education. Higher Education 82:1, pages 39-60.
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