The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming
By G. Liem, Herbert W. Marsh, Andrew J. Martin, D. McInerney, Alexander Seeshing Yeung. 2013
86 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology, Safety Research
View Paper: https://www.semanticscholar.org/paper/13301faa813a0aaa1ccd0ea3e21855331fd68fc5
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Alexandre J. S. Morin
- P. Parker
- Herbert W. Marsh
- Benjamin Nagengast
- Adel S. Abduljabbar
- F. Abdelfattah
- Andrew J. Martin
- Kristy S. Cooper
In Experimental and Cognitive Psychology
- Alexandre J. S. Morin
- P. Parker
- Herbert W. Marsh
- Benjamin Nagengast
- Adel S. Abduljabbar
- F. Abdelfattah
- Jiesi Guo
- Ulrich Trautwein
In Safety Research
- Alexandre J. S. Morin
- P. Parker
- Benjamin Nagengast
- Adel S. Abduljabbar
- Herbert W. Marsh
- F. Abdelfattah
- Andrew J. Martin
- G. Liem
Citations in the corpus
- The Big-Fish-Little-Pond Effect in Mathematics (2014, background): “Consistent with this local dominance prediction in an actual school setting, Liem et al. (2013) showed that track-average achievements for high ability streams within schools were more negatively related to achievement than school-average achievement in the Singapore school system.”