| Structured Abstracts |
Acknowledgements
This project was conducted under the leadership of Dr. Helen Pate-Bain and funded by a grant from the National Education Association. All structured abstracts were written by Dr. Edward J. Miech and edited by Dr. Frederick Mosteller. Additional project assistance was provided by Marcie Dianda of the NEA; Dr. Jayne Boyd-Zaharias of Health and Education Research Operative Services (HEROS), Inc.; Dr. Helen Wise; and Dr. Charles Achilles of Eastern Michigan University.
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| 1 | Mosteller, F., Nave B., & Miech, E.J. (2004). Why we need a structured abstract in education research. Educational Researcher, 33(1), 29-34. |
| 2 |
Miech, E.J., Nave, B., & Mosteller, F. (2005). The 20,000 article problem: How a structured abstract can help practitioners sort out educational research. Phi Delta Kappan, 86(5), 396-400. |
| 3 |
Muennig, Peter & Woolf, Steven H. (2007). Health and economic benefits of reducing the number of students per classroom in US primary schools. American Journal of Public Health, 97 (11) pp. 2020-2027. |
| 4 |
Boyd-Zaharias, Jayne & Pate-Bain, Helen. (2008, September). Class matters – in and out of school. Phi Delta Kappan, 90 (1), pp. 40-44. |
| 5 |
Levin, H., Belfield, C. Muennig, P., & Rouse, C. (2007). The public returns to public educational investments in African American males. Economics of Education Review, 26 (6), pp. 699-708. |
| 6 |
Mosteller, F. (1995). The Tennessee study of class size in the early school grades. The Future of Children: Critical Issues for Children and Youths,5(2), 113-127. |
| 7 |
Boyd-Zaharias, J. (1999). Project STAR: The story of the Tennessee class-size study. American Educator, 23(2), 30-36. |
| 8 |
Achilles, C.M., Finn, J., & Pate-Bain H. (2001, April). Reasonable-size classes for the important work of education in early elementary years: A manual for class-size reductions so all children have small classes and quality teachers in elementary grades. Paper presented at the annual meeting of the American Education Research Association, Seattle, WA. |
| 9 |
Achilles, C.M. & Finn, J.D. (2000). Should class size be a cornerstone for educational policy? In Wang, M.C. & Finn, J.D. (Eds.), How small classes help teachers do their best (pp. 299-323). Philadelphia, PA: Temple University Center for Research in Human Development in Education. |
10 |
Egelson, P. & Harman, P. (2000). Ten years of small class size in Burke County, North Carolina. In Wang, M.C. & Finn, J.D. (Eds.), How small classes help teachers do their best (pp. 279-297). Philadelphia, PA: Temple University Center for Research in Human Development in Education. |
11 |
Achilles, C.M. & Finn, J.D. (2005-2006). Class size and pupil teacher ratio confusion: A classic example of mixing “apples and oranges.” National Forum of Applied Educational Research Journal, 18(2), 5-25. |
| 12 |
Sharp, Mark A. (2002). An analysis of pupil-teacher ratio and class size. Doctoral dissertation. Ypsilanti, MI: Eastern Michigan University. |
| 13 |
Finn, J. D., Gerber, S. B., Achilles, C. M., & Boyd-Zaharias, J. (2001). The enduring effects of small classes. Teachers College Record, 103 (2), pp. 145-183. |
| 14 |
Finn, J. D., & Achilles, C. M. (1999). Tennessee's class size study: Findings, implications, misconceptions. Educational Evaluation and Policy Analysis, 21 (2), pp. 97-109. |
| 15 |
Finn, J. D. & Achilles, C. M. (1990). Answers and questions about class size. American Educational Research Journal, 27(3), 557-77. |
| 16 |
Krueger, A. (2003). Economic considerations and class size. Economic Journal, 113, 34-63. |
| 17 |
14. Krueger, A. & Whitmore, D. (2002). Would smaller classes help close the black-white achievement gap? In J. Chubb and T. Loveless (Eds.), Bridging the achievement gap. Washington, DC: Brookings Institute Press. |
| 18 |
Finn, J. D., Gerber, S.B., & Boyd-Zaharias, J. (2005). Small classes in the early grades, academic achievement, and graduating from high school. Journal of Educational Psychology, 97(2), pp. 214-223. |
| 19 |
Krueger, A. & Whitmore, D. (2001). The effect of attending a small class in the early grades on college-test taking and middle school test results: Evidence from Project STAR. Economic Journal, 111, 1-28. |
| 20 |
Blatchford, P., Bassett, P., Goldstein, H. & Martin, C. (2003). Are class size differences related to pupils' educational progress and classroom processes? Findings from the Institute of Education Class Size Study of children aged 5-7 years. British Educational Research Journal, 29 (5), pp. 709-730. |
| 21 |
Blatchford, P., Moriarty, V., Edmonds, S., & Martin, C. (2002). Relationships between class size and teaching: A multimethod analysis of English infant schools. American Educational Research Journal, 39(1), pp. 101-132. |
| 22 |
Bohrnstedt, G. W., Stecher, B. M., & Wiley, E. W. (2000). The California class size reduction evaluation: Lessons learned. In Wang, M.C. & Finn, J.D. (Eds.), How small classes help teachers do their best (pp. 203-225). Philadelphia, PA: Temple University Center for Research in Human Development in Education. |
| 23 |
Gerber, S. B., Finn, J. D., Achilles, C. M., & Boyd-Zaharias, J. (2001). Teacher aides and students' academic achievement. Educational Evaluation and Policy Analysis, 23 (2), pp. 123-143. |
| 24 |
Duggan, Brad. (1990). Real issues and false assumptions about class size. Streamlined Seminar. National Association of Elementary School Principals, v. 9, n. 1, pp. 4-7. |
| 25 |
Pate-Bain, Helen & Jacobs, Roseanne. (1990). The case for smaller classes and better teachers. Streamlined Seminar. National Association of Elementary School Principals, v. 9, n. 1, pp. 1-9. |
| 26 |
Boyd-Zaharias, Jayne & Pate-Bain, Helen. (2000). Early and new findings from Tennessee's Project STAR. In Wang, M.C. & Finn, J.D. (Eds.), How small classes help teachers do their best, Philadelphia, PA: Temple University Center for Research in Human Development in Education, pp. 65-97. |
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* Conclusions from Class Size Research *
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