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Class Size and Educational Achievement: a review of methodology with particular reference to study design [1]
Author(s) -
Goldstein Harvey,
Blatchford Peter
Publication year - 1998
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192980240302
Subject(s) - class size , academic achievement , observational study , class (philosophy) , educational research , mathematics education , strengths and weaknesses , causation , set (abstract data type) , psychology , observational methods in psychology , population , research design , computer science , social psychology , sociology , statistics , social science , mathematics , epistemology , artificial intelligence , demography , philosophy , programming language
The article reviews research into class size effects from a methodological viewpoint, especially concentrating on the various strengths and weaknesses of randomised controlled trials and observational studies. It discusses population definitions, causation and generally sets out the criteria for valid inferences from such studies. For illustration it presents some new findings from a reanalysis of the large data set from the Tennessee STAR (Student Teacher Achievement Ratio) study.