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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
