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Burns, R. B., & Mason, D. A. (2002). Class composition and student achievement in elementary schools. American Educational Research Journal, 39(1), 207-233.
Mariano, L. T., & Kirby, S. N. (2009). Achievement of students in multigrade classrooms. Institute of Education Sciences, RAND Education.
Mason, D. A., & Burns, R. B. (1996). "Simply no worse and simply no better" may simply be wrong: A critique of Veenman's conclusion about multigrade classes. Review of Educational Research, 66(3), 307-22.
Mason, D. A., & Stimson, J. (1996). Combination and nongraded classes: Definitions and frequency in twelve states. Elementary School Journal, 96(4), 439-52.
Thomas, J. L. (2012). Combination classes and educational achievement. Economics of Education Review, 31(6), 1058-1066.
Veenman, S. (1995). Cognitive and noncognitive effects of multigrade and multi-age classes: A best-evidence synthesis. Review of Educational Research, 65(4), 319-381.
212.
Burns, R. B., & Mason, D. A. (2002). Class composition and student achievement in elementary schools. American Educational Research Journal, 39(1), 207-233.
Mariano, L. T., & Kirby, S. N. (2009). Achievement of students in multigrade classrooms. Institute of Education Sciences, RAND Education.
Mason, D. A., & Burns, R. B. (1996). "Simply no worse and simply no better" may simply be wrong: A critique of Veenman's conclusion about multigrade classes. Review of Educational Research, 66(3), 307-22.
Mason, D. A., & Stimson, J. (1996). Combination and nongraded classes: Definitions and frequency in twelve states. Elementary School Journal, 96(4), 439-52.
Thomas, J. L. (2012). Combination classes and educational achievement. Economics of Education Review, 31(6), 1058-1066.
Veenman, S. (1995). Cognitive and noncognitive effects of multigrade and multi-age classes: A best-evidence synthesis. Review of Educational Research, 65(4), 319-381.
