Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Evidence Synthesis.

Veenman, Simon

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ522378

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0034-6543

EISSN: N/A

Available Date: N/A

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

Grant or Contract Numbers: N/A

Author Affiliations: N/A