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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ522378
Record Type: CIJE
Publication Date: 1995
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0034-6543
Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Evidence Synthesis.
Veenman, Simon
Review of Educational Research, v65 n4 p319-81 Win 1995
This article reviews the best evidence concerning the cognitive and noncognitive effects of multigrade (students of more than one grade taught by one teacher) and multiage (students grouped for expected benefits) classrooms. Studies of noncognitive, cognitive, and achievement effects reveal no adverse effects of learning in such classrooms. (SLD)
Descriptors: Academic Achievement, Affective Behavior, Age Differences, Cognitive Processes, Elementary Education, Grouping (Instructional Purposes), Instructional Effectiveness, Learning, Meta Analysis, Mixed Age Grouping, Multigraded Classes, Outcomes of Education
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Best Evidence Synthesis; Noncognitive Attributes