References
- Angrist, J., & Pischke, J.-S. (2015). Mastering ‘metrics: The path from cause to effect. Princeton, NJ: Princeton University Press.
- Arnot, M., Gray, J., James, M., Rudduck, J., & Duveen, G. (1998). Recent research on gender and educational performance. London: Her Majesty’s Stationery Office.
- Askew, M., & Wiliam, D. (1995). Recent research in mathematics education 5-16. London: Her Majesty’s Stationery Office.
- Boaler, J., Wiliam, D., & Brown, M. L. (2000). Students’ experiences of ability grouping – Disaffection, polarisation and the construction of failure. British Educational Research Journal, 26(5), 631–648. doi: 10.1080/713651583
- Cartwright, N., & Hardie, J. (2012). Evidence-based policy: A practical guide to doing it better. Oxford, UK: Oxford University Press.
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Cronbach, L. J. (1971). Test validation. In R. L. Thorndike (Ed.), Educational measurement (2nd ed., pp. 443–507). Washington DC: American Council on Education.
- Duflo, E., Hanna, R., & Ryan, S. P. (2012). Incentives work: Getting teachers to come to school. American Economic Review, 102(4), 1241–1278. doi: 10.1257/aer.102.4.1241
- Education Endowment Foundation. (2018). Teaching and learning toolkit. Retrieved from https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit
- Education Endowment Foundation. (2019). Student grouping study. Projects and Evaluation. Retrieved from https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/student-grouping-study/
- Gillborn, D., & Gipps, C. V. (1996). Recent research on the achievements of ethnic minority pupils. London: Her Majesty’s Stationery Office.
- Goldman, A. I. (1976). Discrimination and perceptual knowledge. The Journal of Philosophy, 73(20), 771–791. doi: 10.2307/2025679
- Grissmer, D. (1999). Introduction. Educational Evaluation and Policy Analysis, 21(2), 93–95. doi: 10.3102/01623737021002093
- Hanushek, E. A. (1971). Teacher characteristics and gains in student achievement: Estimation using micro data. American Economic Review, 61(2), 280–288.
- Hanushek, E. A. (1999). 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), 143–163. doi: 10.3102/01623737021002143
- Hanushek, E. A., & Rivkin, S. G. (2010). Generalizations about using value-added measures of teacher quality. American Economic Review, 100(2), 267–271. doi: 10.1257/aer.100.2.267
- Hargreaves, D. H. (1996, April). Teaching as a research-based profession: Possibilities and prospects. Teacher Training Agency Annual Lecture, London.
- Hattie, J. (1999, August 2). Influences on student learning (Inaugural Professorial Address). New Zealand: University of Auckland.
- Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Abingdon: Routledge.
- Hayek, F. A. (1945). The use of knowledge in society. American Economic Review, 35(4), 519–530.
- Hume, D. (1975). An enquiry concerning human understanding. In P. Nidditch (Ed.), Enquiries concerning human understanding and concerning the principles of morals (3rd ed.). Oxford: Clarendon Press. ( Original work published 1748)
- Jepsen, C., & Rivkin, S. G. (2002). What is the tradeoff between smaller classes and teacher quality? (NBER Working Paper No. 9205). Cambridge, MA: National Bureau of Economic Research.
- Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. doi: 10.1037/0033-2909.119.2.254
- Lagemann, E. C. (2000). An elusive science: the troubling history of education research. Chicago, IL: The University of Chicago.
- Levin, H. M., Belfield, C., Muennig, P., & Rouse, C. (2007). The costs and benefits of an excellent education for all of America’s children. New York, NY: Teachers College.
- Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction. Aurora, CO: Mid-continent Research for Education and Learning (McREL).
- Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 13–103). Washington, DC: American Council on Education/Macmillan.
- Molnar, A., Smith, P., Zahorik, J., Palmer, A., Halbach, A., & Ehrle, K. (1999). Evaluating the SAGE Program: A pilot program in targeted pupil-teacher reduction in Wisconsin. Educational Evaluation and Policy Analysis, 21(2), 165–177. doi: 10.3102/01623737021002165
- Mosteller, F. W. (1995). The Tennessee study of class size in the early school grades. The Future of Children, 5(2), 113–127. doi: 10.2307/1602360
- Reynolds, D., & Farrell, S. (1996). Worlds apart? A review of international surveys of educational achievement involving England. London: Her Majesty’s Stationery Office.
- Roberts, R. (2016, January 25). James Heckman on facts, evidence, and the state of econometrics. EconTalk. Retrieved from http://www.econtalk.org/james-heckman-on-facts-evidence-and-the-state-of-econometrics/?highlight=5B22heckman225D
- Ross, R. (1999, May 26). How class-size reduction harms kids in poor neighborhoods. Education Week. Retrieved from http://www.edweek.org/ew/articles/1999/05/26/37ross.h18.html
- Shavelson, R. J., & Towne, L. (Eds.). (2002). Scientific research in education. Washington, DC: National Academy Press.
- Simpson, A. (2017). The misdirection of public policy: Comparing and combining standardised effect sizes. Journal of Education Policy, 32(4), 450-466. doi: 10.1080/02680939.2017.1280183
- Simpson, A. (2018). Princesses are bigger than elephants: Effect size as a category error in evidence-based education. British Educational Research Journal, 44(5), 897–913. doi: 10.1002/berj.3474
- Slater, H., Davies, N. M., & Burgess, S. (2012). Do teachers matter? Measuring the variation in teacher effectiveness in England. Oxford Bulletin of Economics and Statistics, 74(5), 629–645. doi: 10.1111/j.1468-0084.2011.00666.x
- Slavin, R. E. (1987). Ability grouping in elementary schools: Do we really know nothing until we know everything? Review of Educational Research, 57(3), 347–350. doi: 10.3102/00346543057003347
- Sohn, K. (2015). Nonrobustness of the carryover effects of small classes in Project STAR. Teachers College Record, 117(3), 1–26.
- Stecher, B. M., & Bohrnstedt, G. W. (Eds.). (2002). Class size reduction in California: Findings from 1999–00 and 2000–01. Sacramento, CA: California Department of Education.
- Stenhouse, L. (1980). Product or process? A reply to Brian Crittenden. New Education, 2(1), 137–140.
- What Works Clearinghouse. (2011). Procedures and standards handbook (Version 2.1). Washington, DC: United States Department of Education.
- Wickline, L. E. (1971). Educational accountablity. In E. W. Roberson (Ed.), Educational accountability through evaluation (pp. 7–18). Englewood Cliffs, NJ: Educational Technology Systems.
- Wiliam, D. (2016). Leadership for teacher learning: Creating a culture where all teachers improve so that all learners succeed. West Palm Beach, FL: Learning Sciences International.
- Wiliam, D., & Bartholomew, H. (2004). It’s not which school but which set you’re in that matters: The influence of ability grouping practices on student progress in mathematics. British Educational Research Journal, 30(2), 279–293. doi: 10.1080/0141192042000195245
- Yeh, R. W., Valsdottir, L. R., Yeh, M. W., Shen, C., Kramer, D. B., Strom, J. B., … Nallamothu, B. K. (2018). Parachute use to prevent death and major trauma when jumping from aircraft: Randomized controlled trial. British Medical Journal, 363, k5094. doi: 10.1136/bmj.k5094
- Zenderland, L. (1998). Measuring minds: Henry Herbert Goddard and the origins of American intelligence testing. Cambridge, UK: Cambridge University Press.