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Saturday, July 18, 2020 | History

2 edition of Meta-analysis of research on the relationship of class-size and achievement found in the catalog.

Meta-analysis of research on the relationship of class-size and achievement

Gene V. Glass

Meta-analysis of research on the relationship of class-size and achievement

by Gene V. Glass

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  • 13 Currently reading

Published by Far West Laboratory for Educational Research and Development] in [San Francisco .
Written in English

    Subjects:
  • Class size,
  • Academic achievement

  • Edition Notes

    Bibliography: p. 47-53

    StatementGene V. Glass, Mary Lee Smith.
    ContributionsSmith, Mary Lee, Far West Laboratory for Educational Research and Development
    The Physical Object
    Paginationv, 66 p. ;
    Number of Pages66
    ID Numbers
    Open LibraryOL22777486M

    Research from China on the relationship between school resource investment and student performance started late. At the end of the s, Jiang () studied the rural bases through multivariate analysis of variance and related analysis, using statistics on education expenditure and education in counties in nine provinces of East, Central and West China in The . In , he was honored with the Distinguished Contributions to Educational Research award of AERA. Professor Glass has made many important contributions to education statistics, notably his development of "meta-analysis." He applied meta-analysis to his often-cited research on the relationship of class size and achievement.

    Systematic Reviews: An Overview Hannah R. Rothstein Baruch College, New York, NY – estimates of the relation between class size and academic achievement (Glass & Smith, ), Meta-analysis of research on class size and achievement. Educational Evaluation and Policy Analysis,1, and flaws in traditional reviewingFile Size: 78KB. NASA Images Solar System Collection Ames Research Center. Brooklyn Museum. Full text of "Correlation between teacher clarity of communication and student achievement gain: a .

    Finn and Achilles (), in their work “Meta-analysis of research on the relationship of class size and achievement”. They collected, analysed and summarized over 70 studies of the relationship of class size with the academic performance that resulted to over class size comparisons from over , pupils. Professor Glass has made many important contributions to education statistics, notably his development of "meta-analysis." He applied meta-analysis to his often-cited research on the relationship of class size and achievement. He has published over a dozen books and nearly two hundred articles in scholarly and professional journals.


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Meta-analysis of research on the relationship of class-size and achievement by Gene V. Glass Download PDF EPUB FB2

Corresponding Author: Based on a longer report: Glass, G. and Smith, M. Meta-analysis of Research on the Relationship of Class size and Achievement, produced under a grant (NO. OB-NIE-G) from the National Institute of Education to the project “Class Size and Instruction” of the Far West Laboratory for Educational Research and Development, Dr.

Cited by: {{Citation | title=Meta-Analysis of Research on the Relationship of Class-Size and Achievement. The Class Size and Instruction Project [microform] / Gene V. Glass and Mary Lee Smith | author1=Glass, Gene V | author2=Smith, Mary Lee | author3=Far West Lab.

for Educational Research and Development, San Francisco, CA | year= | publisher=Distributed by ERIC. Introduction to Meta-Analysis 21 it is also possible to classify meta-analysis studies into one of two categories: (1) comparison of groups and (2) correlational meta-analysis (Durlak, ).

A meta-analysis of previous researches showed that student achievement in small classes is better than that of large classes by standard deviation. There is a large body of research on the relationship between class size and student learning.

A systematic review of the literature identified 80 studies. [12] There are surely hundreds today. 2 Glass, G.V., & Smith, M.L. Meta-analysis of research on class size and achievement.

Educational Evaluation and Policy Analysis, 1(1), Chingos, M. & Whitehurst, G. Class Size: What research says and what it means for state policy. Washington, DC: Brown Center on Education Policy at the Brookings Institution.

Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies.

In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic. The 5th grade effects of class size on achievement are strong, giving further evidence that class sizes matter.

The non-effects and weak effects of class size on 4th and 5th graders highlights some uncertainty in the literature and data. The heart of the academic debate on class sizes. Relating preschool class size to classroom quality and student achievement () meta-analysis was for reducing class size from 25 to Both K studies’ effect sizes are for larger class size reductions than in our study.

Glass, M. SmithMeta-analysis of research on the relationship of class size and : Jessica Francis. Achievement has attracted considerable attention across the professional educator world. Visible Learning is the result of 15 years of research into the influences on achievement in school-aged students.

Hattie's meta -analysis of more than meta- analyses has been recognized as a File Size: KB. Meta-analysis of research on the relationship of class-size and achievement.

[San Francisco: Far West Laboratory for Educational Research and Development], (OCoLC) Document Type: Book: All Authors / Contributors: Gene V Glass; Mary Lee Smith; Far West Laboratory for Educational Research and Development.

The early meta‐analysis by Glass and Smith () analysed the outcomes of 77 studies including comparisons between smaller and larger class sizes on student achievement. They concluded that a class size reduction had a positive effect on student achievement.

Smith found seventy-seven studies on the relationship between class size and student achievement, conducted between and Using meta-analysis to combine results across studies.

Glass and Smith found that achievement increased "when class size is reduced below "'^ However, since the rela-tionship between achievement and class size. John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen’s d).

In his ground-breaking study “Visible Learning” he ranked influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied.

Meta-Analysis of research on the relationship of class size and achievement. San Francisco: Far West Laboratory for Educational Research and Development. Slavin, R.E. Best-evidence synthesis: An alternative to meta-analytic and traditional reviews.

Educational Researcher, 15 (9), Slavin, R. Meta-Analysis of Research on Class Size and Achievement. Early meta-analysis of class size literature. Finds that small class sizes (20 students or less) are associated with improved academic performance.

Effects are strongest in the early grades and among low-income students. Go to the Top. Case studies. Class Size Eastern and Western perspectives () challenges Hattie's promotion that class size is a "disaster", "One reason for the prevalence of the unimportant view are several highly influential reports which have set in motion a set of messages that have generated a life of their own, separate from the research evidence, and have led to a set of taken for granted.

Most effective educators turn to data-driven research when creating a plan of action. In John Hattie’s book, Visable Learning, A Synthesis of Over Meta-analysis Relating to Achievement, he synthesizes over meta-analyses.

Therefore, what indicators make the greatest impact on student achievement. Ranking Effective Indicators. The effectiveness of small class sizes for improving student achievement has been one of the most debated issues in educational research. One strand of class size research points to small and insignificant effects, another points to positive and significant effects.

In this review, the intervention has been class size : Trine Filges, Christoffer Scavenius Sonne‐Schmidt, Bjørn Christian Viinholt Nielsen. An analysis of the Tennessee STAR study demonstrated that the economic benefits from higher achievement alone would be expected to yield twice the cost of reducing class size.

A meta-analysis of CSR literature revealed that the benefits of smaller class size outweighed the cost in all but three of the peer-reviewed studies. Using data from the Third International Math and Science Study (TIMSS), we examine the relationship between class size and eighth-grade math achievement in Australia, Canada, France, Germany, Hong Kong, Korea, Iceland, Singapore, and the United by: o individual pieces of research.

The term ‘meta-analysis’ was coined by Gene Glass in to describe a quantitative approach to reviewing a collection of educational research on the same topic. Put simply, a meta-analysis is a statistical technique that discerns the average impact (effect size) of a factor after exploring the.This study sought to determine the effects of class size on academic achievement of the pupils.

A meta-analysis was undertaken from studies published in onwards that reported data on class size of elementary schools and pupils’ academic achievement. The primary hypothesis for this thesis was there was a significant effect between class.