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Autor/inn/en | Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros |
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Titel | The Long-Term Effects of Small Classes: A Five-Year Follow-Up of the Tennessee Class Size Experiment. |
Quelle | In: Educational Evaluation and Policy Analysis, 21 (1999) 2, S.127-42Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0162-3737 |
Schlagwörter | Academic Achievement; Class Size; Educational Policy; Educational Research; Elementary Education; Followup Studies; Research Utilization; Small Classes; Teacher Student Ratio |
Abstract | Analyzed data from a five-year followup of students in Tennessee's Student/Teacher Achievement Ratio (STAR) project, a four-year large-scale randomized examination of the effects of class size on academic achievement. Results suggest that class-size benefits persist for at least five years and remain large enough to be important to educational policy. (SLD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |