Class Size and Learning: A Theoretical Model.

Preece, Peter F. W.

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Peer reviewed

ERIC Number: EJ362969

Record Type: Journal

Publication Date: 1987

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Class Size and Learning: A Theoretical Model.

Preece, Peter F. W.

Journal of Educational Research, v80 n6 p377-79 Jul-Aug 1987

A theoretical model of the relationship between class size and achievement is proposed, based on the assumption that a teacher adjusts the style and pace of a lesson to the least able student. The model accounts for features of the Glass and Smith meta-analysis of research. (Author/MT)

Descriptors: Academic Achievement, Class Size, Elementary Secondary Education, Heterogeneous Grouping, Homogeneous Grouping, Models

Publication Type: Journal Articles; Reports - Research

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Audience: N/A

Language: English

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