Effects of Class Size and Provision of Learning Goals and Feedback on Students’ Two-Year Achievement Trajectories:
Author:
Affiliation:
1. National Institute for Educational Policy Research
2. Takamatsu University
3. Josai International University
4. Bunkyo University
5. Ritsumeikan University
Publisher
The Japanese Association of Educational Psychology
Subject
Developmental and Educational Psychology,Education
Link
https://www.jstage.jst.go.jp/article/jjep/69/3/69_297/_pdf
Reference48 articles.
1. Angrist, J. D., & Lavy, V. (1999). Using Maimonides' rule to estimate the effect of class size on scholastic achievement. The Quarterly Journal of Economics, 114(2), 533-575. https://doi.org/10.1162/003355399556061
2. Asparouhov, T., & Muthén, B. O. (2010). Bayesian analysis using Mplus: Technical implementation. https://www.statmodel.com/download/Bayes3.pdf
3. Bangert-Drowns, R. L., Kulik, C. C., Kulik, J. A., & Morgen, M. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61(2), 213-238. https://doi.org/10.2307/1170535
4. Betts, J. R., & Shkolnik, J. L. (1999). The behavioral effects of variations in class size: The case of math teachers. Educational Evaluation and Policy Analysis, 21(2), 193-213. https://doi.org/10.2307/1164300
5. Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
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