Class Size Effects on Student Achievement in Norway: Patterns and Explanations
Class Size Effects on Student Achievement in Norway: Patterns and Explanations
复制标题
挪威班级规模对学生成绩的影响：模式和解释
DOI：
10.2307/1061660
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发表时间：
2003
影响因子：
1.9
通讯作者：
Hans Bonesrønning
中科院分区：
文献类型：
--
作者：
Hans Bonesrønning
使用30名学生的最大班级规模规则来生成实际班级规模的测量工具，以调查班级规模对学生表现的因果影响。数据来自挪威的初中，初步分析显示，班级规模存在小幅负效应。进一步的调查表明，这种影响在不同的学生群体中有所不同，在学生来自完整家庭的比例较高的学校，小班的好处更大。论文的第二部分利用有关教师评分实践和学生在课堂上的努力的信息，进一步揭示了班级规模效应的模式。班级规模效应似乎取决于学生的努力。
The causal effect of class size on student performance is investigated using a maximum class size rule of 30 students to generate an instrument for actual class size. The data come from lower secondary schools in Norway, and the initial analysis reveals a small negative class size effect. Further investigations show that the effect varies among student subgroups and that the benefits of smaller classes are larger in schools with a high proportion of students who come from intact families. The second section of the paper uses information about the teachers' grading practices and the students' efforts in class to shed additional light on the revealed patterns of class size effects. Class size effects seem to be conditional on student effort.