D. Mason and R. Burns (1996) have concluded that multigrade classes have a slightly negative effect on students' achievement. However, a reanalysis, based on meta-analytic procedures, of the available studies shows the average weighted effect sizes to be essentially zero or close to zero. Contains 51 references. (SLD)

Using results of a best-evidence synthesis and a meta-analysis of an extensive international database, it is argued that there is no empirical evidence at the moment showing that student learning suffers in combination classes. No support is found for the selection bias suggested by D. Mason and R. Burns (1997). (SLD)

Describes and assesses the effectiveness of a staff development program for Dutch teachers in mixed-age classes as it relates to areas of classroom management, instruction, and pupils' on-task behavior. Results of the quasi-experimental, treatment-control group investigation showed that the training program was an effective staff development tool.…

This article reviews the best evidence concerning the cognitive and noncognitive effects of multigrade (students of more than one grade taught by one teacher) and multiage (students grouped for expected benefits) classrooms. Studies of noncognitive, cognitive, and achievement effects reveal no adverse effects of learning in such classrooms. (SLD)

This paper describes the long-term effects of a staff-development program, "Dealing with Multi-Grade Classes," based on selected findings from teaching-effectiveness research in schools with multi-grade or mixed-age classes. The short-term effects were examined in two studies conducted in 1986-87 and 1989-90. In 1992 a follow-up study…