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Direct linkKreide, Anita Therese – ProQuest LLC, 2011
This longitudinal quantitative study compared literacy achievement of students from second through sixth grade based on two organizational systems: graded (traditional) and nongraded (multiage) classrooms. The California Standards Test (CST) scaled and proficiency scores for English-Language Arts (ELA) were used as the study's independent variable…
Descriptors: Foreign Countries, Predictor Variables, Educational Practices, Effect Size
Peer reviewedWilkinson, Ian A. G.; Hamilton, Richard J. – Teaching and Teacher Education, 2003
Examined why New Zealand elementary students in composite versus single-grade classes showed slightly lower reading performance, comparing the range of students' reading abilities, the nature of teachers' groupings, and other aspects of instruction in pairs of composite and single-grade classes from nine schools. Composite classes did not appear…
Descriptors: Educational Quality, Elementary Education, Foreign Countries, Heterogeneous Grouping
