By Hans Luyten, Maria Hendriks, Jaap Scheerens
This ebook presents a radical evaluation of the study literature at the impression of faculty dimension in fundamental and secondary schooling on 3 kinds of results: scholar fulfillment, non-cognitive results and prices in line with pupil. in accordance with eighty four clinical guides and a number of other earlier studies, the e-book discusses 4 major components: the impression of faculty dimension on cognitive studying results and non-cognitive results; the "state of the paintings" of empirical examine on economies of measurement; the direct and oblique effect of college measurement, conditioned via different institution context variables on scholar functionality and the explicit place of the Netherlands in a world standpoint. The ebook provides summaries of the implications and major conclusions discovered and discusses those with admire to their relevance for tutorial coverage more often than not and for the Netherlands particularly. The ebook concludes with feedback for destiny study on institution size.
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1993). Catholic schools and the common good. Cambridge: Harvard University Press. Conant, J. B. (1959). The American high school today. New York: McGraw-Hill. Cotton, K. (2001). New small learning communities: Findings from recent literature (Vol. 40). Portland: Northwest Regional Educational Laboratory. Dee, T. , & Jacob, B. A. (2007). The effects of school size on parental involvement and social capital: evidence from the ELS: 2002. Brookings Papers on Education Policy 77–97. , & de Jong, M.
Html. , learning time, class size) A number of control variables are included in each analysis. These include individual student socioeconomic and demographic background, the school average of the students’ economic, social, and cultural status, urban city and school size. , both a linear and quadratic term is included in the statistical analysis). In the majority of the per country analyses, the effect of school size is not found to be statistically significant. The average effect across OECD countries is slightly positive in the analyses that focus on the first four variables from the above list.
One reason was many empirical H. 1007/978-3-319-06814-5_3, Ó The Author(s) 2014 41 42 3 Research Synthesis of Studies Published Between 1990 and 2012 studies did not provide sufficient information to permit the calculation of an effect size estimate. What is more, in many of the studies the relationship of school size and a dependent variable is not always modeled as a linear relationship. Instead a log-linear or quadratic relationship is examined or different categories of school size are compared, of which the number and distribution of sizes over categories varies between studies.