The class size question in primary schools: Policy issues, theory, and empirical findings from the Netherlands

International Journal of Educational Research

Volumn 29, Issue 8, 1998, Pages 763-778

  Bosker, Roel J ^a  

^a UNIVERSITY OF TWENTE   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 23844493887     PISSN: 08830355     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0883-0355(98)00062-7     Document Type: Article

References (36)

1. Achilles, C. M., Nye, B. A., Zaharias, J. B., & Fulton, B. D. (1993). Creating successful schools for all children: a proven step. Journal of School Leadership, 3, 606-621.
2. Bennett, N. (1996). Class size in primary schools: perceptions of head teachers, chairs of governors, teachers and parents. British Educational Research Journal, 22(1), 33-55.
3. Blatchford, P., & Mortimore, P. (1994). The issue of class size for young children in schools: what can we learn from research? Oxford Review of Education, 20(1), 411-428.
4. Bosker, R. J., & Meijnen, G. W. (1996). Het nationaal OK-experiment: organisatie van klassen. Enschede/Amsterdam: Universiteit Twente/Universiteit van Amsterdam.
5. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale: Lawrence Erlbaum.
6. CEB, Commissie Evaluatie Basisonderwijs (1994). Zicht op kwaliteit. Evaluatie van het basisonderwijs. Den Haag: SDU.
7. CKAG, Commissie Kwalitatieve Aspecten van Groepsgrootte (1996). Klassenverkleining. Den Haag: SDU.
8. Correa, H. (1993). An economic analysis of class size and achievement in education. Education Economics, 1(2), 129-135.
9. Driessen, G., Jungbluth, P., van Langen, A., & Vierke, H. (1996). Prima-cohortonderzoek. Technische rapportage ITS-deel. Nijmegem: ITS.
10. Finn, J. D., & Achilles, C. M. (1990). Answers and questions about class size: A statewide experiment. American Educational Research Journal, 27(3), 557-577.
11. Gelder, L. van (1959). De klassegrootte bij het lager onderwijs. Pedagogische Studiën, 36, 498-519.
12. Glass, G. V., & Smith, M. L. (1978). Meta-analysis of research on the relationship of class size and achievement, San Francisco: Far West Laboratory.
13. Glass, G. V., Cahen, L. S., Smith, M. L., & Filby, N. N. (1982). School class size. London: Sage.
14. Goldstein, H. (1995). Multilevel statistical models. London: Edward Arnold.
15. Hill, P. (1998). Shaking the foundations: empirically driven school reform. In: School Effectiveness and School Improvement (to appear).
16. Inspectie van het Onderwijs (1995). Groepsgrootte in het bsisonderwijs. Den Haag: SDU.
17. Inspectie van het Onderwijs (1996). Schoolkenmerken en groepsgrootte in het basis-onderwijs. Utrecht: Inspectie van het Onderwijs.
18. Jungbluth, P., & Meijnen, G. W. (1994). Opzet Prima-cohort onderzoek. Nijmegen/Amsterdam: ITS/SCO.
19. Madden, N. A., Slavin, R. E., Karweit, N. L., Dolan, L., & Wasik, B. A. (1993). Success for all: Longitudinal effects of a restructuring program for inner city elementary schools. American Educational Research Journal, 30(2), 123-148.
20. Ministerie van Onderwijs, Cultuur en Wetenschappen (1997). Groepsgrootte en kwaliteit: investeren in de onderbouw van de basisschool. Den Haag: SDU.
21. Odden, A. (1990). Class size and student achievement: research-based policy alternatives. Educational Evaluation and Policy Analysis, 12(2), 213-227.
22. Overmaat, M., & Ledoux, G. (1996). School- en klaskenmerken basisonderwijs en speciaal onderwijs. Ubbergen: SCO-Kohnstamm/Tandem Felix.
23. Polder, K.J., & Gijtenbeek, J. (1995). Inkomsten en besteding van basisscholen. Survey naar de werking van Londo- en FBS-bekostiging op katholieke basisscholen. Amsterdam: SCO-Kohnstamm Instituut.
24. Raudenbush, S. W., & Willms, J. D. (1996). The estimation of school effects. Journal of Educational and Behavioral Statistics, 20(4), 307-335.
25. RISE, (1994). Class size regulation. A dossier of international comparisons. London: The Research and Information on State Education Trust.
26. Ross, K. N., & Postlethwaite, T. N. (1994). Differences among countries in school resources and achievement. In W. B. Elley (Ed.), The IEA study of reading literacy: Achievement and instruction in thirty-two school systems. Oxford: Elsevier.
27. Slavin, R. E. (1989). Achievement effects of substantial reductions in class size. In R. E. Slavin (Ed.), School and classroom organization (pp. 247-257). Hillsdale, NJ: Lawrence Erlbaum.
28. Slavin, R. E. (1996). Education for All. Lisse: Swets and Zeitlinger.
29. Smith, M. L., & Glass, G. V. (1980). Meta-analysis of research on class size and its relationship to attitudes and instruction. American Educational Research Journal, 17(4), 419-433.
30. Stringfield, S. C., and Slavin, R. E. (1992). A hierarchical longitudinal model for elementary school effects. In B. P. M. Creemers, & G. J. Reezigt (Eds.), Evaluation of effectiveness. Enschede/Groningen: ICO.
31. Tomlinson, T. M. (1989). Class size and public policy: politics and panaceas. Educational Policy, 3(3), 261-273.
32. Veenman, S. (1995). Cognitive and noncognitive effects of multigrade and multi-age classes: A best-evidence synthesis. Review of Educational Research, 65(4), 319-382.
33. Veenman, S. (1996). Effects of multigrade and multi-age classes reconsidered. Review of Educational Research, 66(3), 323-340.
34. Warries, E. (1985). Klassegrootte en onderwijskwaliteit. Enschede: Universiteit Twente.
35. Wenglinsky, H. (1997). When money matters. Princeton: ETS.
36. Word, E. (1990). Student/Teacher Achievement Ratio (STAR). Tennessee's K-3 Class Size Study. Washington: ERIC Report ED320 692.