Classroom Composition and Peer Effects.

By John A. C. Hattie. 2002

266 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fb0062c8fe1f368bc519b5361fba42f74bf28159

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In Education

Citations in the corpus

The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming (2013, background): “…ability grouping were small and inconsistent particularly given that—as noted earlier—the reverse effects of placement in high and low tracks would lead to confounded negligible effects when analyses do not separate the effects of the different track levels (Hattie, 2002; Kulik, 1985; Marsh, 1984).”
Differentiated instruction in small schools (2012, background): “Thus, the critical variable that affects student learning is the teacher, not the classroom structure (Hattie, 2002; Wilkinson & Hamilton, 2003).”
The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research (2008, methodology): “The Dai and Rinn (2008) and Dai (2004) critiques of the BFLPE in relation to gifted education programs—a major focus of both reviews—suffer a serious flaw that was a critical issue in the Hattie (2002) review.”
The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept (2010, methodology): “Full-time ability grouping has been shown to have the most beneficial effects on the academic achievement of highly able students (Kulik & Kulik, 1997; Slavin, 1986) including the gifted (e.g., Goldring, 1990; Hattie, 2002; Rogers, 1993, 2007; Shields, 2002), compared to students of lower ability.”
Effective Classroom Management. (2012, background): “This is where grave mistakes are made when teachers are trained in subjects they do not like and they take up that offer because there is no other option of jobs or option of subjects offered (Hattie, 2002).”
Achievement Inequality and the Institutional Structure of Educational Systems: A Comparative Perspective (2010, unknown): “There is thus little evidence that tracking positively affects efficient learning, although it increases variability in achievement between students of different levels of demonstrated ability (Betts & Shkolnik 2000, Hattie 2002, Huang 2009, Zimmer & Toma 2000).”