The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Within-Class Grouping: A Meta-Analysis
Abstract
The effects of within-class grouping on student achievement and other outcomes were quantitatively integrated using two sets of study findings. The first set included 145 effect sizes and explored the effects of grouping versus no grouping on several outcomes. Overall, the average achievement effect size was +0.17, favoring small-group learning. The second set included 20 effect sizes which directly compared the achievement effects of homogeneous versus heterogeneous ability grouping. Overall, the results favored homogeneous grouping; the average effect size was +0.12. The variability in both sets of study findings was heterogeneous, and the effects were explored further. To be maximally effective, within-class grouping practices require the adaptation of instruction methods and materials for small-group learning.
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Cites
Methods of Meta-Analysis: Correcting Error and Bias in Research Findings
Schmidt, F. L., & Hunter, J. E. (2015) · doi:10.4135/9781483398105 · Cited by 5,542
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Restructuring the Classroom: Conditions for Productive Small Groups
Cohen, E. G. (1994) · Review of Educational Research · doi:10.3102/00346543064001001 · Cited by 2,120
The relation between group cohesiveness and performance: An integration.
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Peer interaction and learning in small groups
Webb, N. M. (1989) · International Journal of Educational Research · doi:10.1016/0883-0355(89)90014-1 · Cited by 1,050
Do studies of statistical power have an effect on the power of studies?
Sedlmeier, P., & Gigerenzer, G. (1989) · Psychological Bulletin · doi:10.1037/0033-2909.105.2.309 · Cited by 748
Cited by
How can primary school students learn self-regulated learning strategies most effectively?
Dignath, C., Buettner, G., & Langfeldt, H.-P. (2008) · Educational Research Review · doi:10.1016/j.edurev.2008.02.003 · Cited by 903
Small Group and Individual Learning with Technology: A Meta-Analysis
Lou, Y., Abrami, P. C., & d’Apollonia, S. (2001) · Review of Educational Research · doi:10.3102/00346543071003449 · Cited by 721
Self-citationOut-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students
Lauer, P. A., Akiba, M., Wilkerson, S. B., Apthorp, H. S., Snow, D., & Martin-Glenn, M. L. (2006) · Review of Educational Research · doi:10.3102/00346543076002275 · Cited by 579
Elbaum, B., Vaughn, S., Tejero Hughes, M., & Watson Moody, S. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.4.605 · Cited by 564
Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016) · Review of Educational Research · doi:10.3102/0034654316675417 · Cited by 429
Metadata
- Authors
- Lou, Y., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B., & d’Apollonia, S.
- Venue
- Review of Educational Research
- Published
- 1996-12
- Volume
- 66
- Issue
- 4
- Pages
- 423-458
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2129991388
- Cited by
- 727
- References
- 7
- FWCI
- 3.44
- Type
- journal article
- Language
- en
- Open access
- closed
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