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EJ542075 TM520005
Title: Within-Class Grouping: A Meta-Analysis.Author(s): Lou, Yiping; And Others
Source: Review of Educational Research, v66 n4 p423-58 Win 1996
Publication Date: 1996
Notes: Research supported by the Social Sciences and Humanities Research Council of Canada and the Fonds pour la formation de chercheurs et l'aide a la recherche of the Quebec (Canada) government. Portions of this paper presented at the Annual Meetings of the American Educational Research Association (San Francisco, CA, April 1995 and New York, NY, April 1996).
ISSN: 0034-6543
Language: English
Document Type: Information Analysis (070); Journal articles (080); Speeches/meeting papers (150)
Journal Announcement: CIJAUG1997
The effects
of within-class grouping on student achievement and other outcomes
were quantitatively integrated using one set of 145 effect sizes
exploring grouping versus no grouping and a set of 20 effect sizes
related to homogeneous versus heterogeneous ability grouping. Overall,
results favored homogeneous grouping. (SLD)
Descriptors: *Ability Grouping; *Academic Achievement; *Effect Size;
Elementary Secondary Education; Meta Analysis; Nongraded Instructional
Grouping; *Outcomes of Education; *Track System (Education)
