Achilles, C.A. (1999) Let’s Put Kids First, Finally: Getting Class Size Right. Thousand Oaks, California: Corwin Press

* Anderson, (2000). Why should reduced class size lead to increased student achievement? In M. C. Wang & J. D. Finn (Eds.) How small classes help teachers do their best (pp. 3-24). Philadelphia, PA: Temple University Center for Research in Human Development and Education.

Betts, J.R. & Shkolnik, J.L. (1999). The behavioral effects of variations in class size: The case of math teachers. Educational Evaluation and Policy Analysis, 21(2), 193-213.

Biddle, B.J., and Berliner, D.C. (no date) What research says about small classes and their effects. Part of series In Pursuit of Better Schools: What research says. Downloadable from www.WestEd.org/policyperspectives or http://edpolicyreports.org

* Blatchford, P., Bassett, P., and Brown, P. (2005) Teachers’ and pupils’ behaviour in large and small classes: a systematic observation study of pupils aged 10/11 years. Journal of Educational Psychology, 97,3, 454-467

* Blatchford, P. (2003) The Class Size Debate: Is Small Better? Maidenhead: Open University Press 182pp

Blatchford, P., Bassett, P., Goldstein, H., and Martin. C. (2003) Are class size difference s related to pupils’ educational progress and classroom processes? Findings from the Institute of Education Class Size Study of children aged 5-7 Years. British Educational Research Journal, 29, 5, 709-730. Special Issue ‘In Praise of Educational Research’, Guest Editors: S. Gorrard, C. Taylor and K. Roberts

Blatchford, P., Goldstein, H., & Mortimore, P. (1998). Research on class size effects: A critique of methods and a way forward. International Journal of Educational Research, 29, 691-710.

* Blatchford, P., Moriarty, V., Edmonds, S., & Martin, C. (2002). Relationships between class size and teaching: a multi-method analysis of English infant schools. American Educational Research Journal. Spring 2002 Vol. 39, No. 1, pp 101-132.

Bourke, S. (1986) How smaller is better: some relationships between class size, teaching practices, and student achievement. American Educational Research Journal, 23,4,558-571

* Cooper, H. M. (1989). Does reducing student-to-teacher ratios affect achievement? Educational Psychologist, 24 (1), 79–98.

* Ehrenberg, R.G., Brewer, D.J., Gamoran, A., and Willms, J.D. (2001) Class size and student achievement. Psychological Science in the Public Interest, 2,1, May

Ehrenberg, R. G., Brewer, D.J., Gamoran, A. & Willms, J.D. (2001). “Does Class Size Matter?” Scientific American, 285 (November), 32-40.

Evertson, C.M., & Randolph, C.H. (1989). Teaching practices and class size: A new look at an old issue. Peabody Journal of Education, 67(1), 85-105.

Finn, J. D., & Achilles, C. M. (1999). Tennessee’s class size study: Findings, implications , misconceptions. Educational Evaluation and Policy Analysis, 21 (2), 97–109.

* Finn, J.D., Pannozzo, G.M., and Achiles, C.M. (2003) The ‘why’s’ of class size: student behaviour in small classes. Review of Educational Research, 73,3,321-368

Galton, M. (1998) Class size: a critical comment on the research. International Journal of Educational Research, 29, 809-818

Glass, G., Cahen, L., Smith, M.L. & Filby, N. (1982). School Class Size. Beverley Hills, C.A.: Sage.

Grissmer, D. (1999). Class size effects: Assessing the evidence, its policy implications, and future research agenda. Educational Evaluation and Policy Analysis, 21 (2), 231–248.

Hattie, J. (2005) The paradox of reducing class size and improving learning outcomes. International Journal of Educational Research, 43, 387-425

Molnar, A., Smith, P., Zahorik, J., Palmer, A., Halbach, A., & Ehrle, K. (1999). Evaluating the SAGE program: A pilot program in targeted pupil-teacher reduction in Wisconsin. Educational Evaluation and Policy Analysis, 21 (2), 165–177.

Rice, J.K. (1999). The impact of class size on instructional strategies and the use of time in High School mathematics and science courses. Educational Evaluation and Policy Analysis , 21(2), 215-229.

Robinson, G.E. & Wittebols, J.H. (1986). Class Size Research: A related cluster analysis for decision making. Arlington: V.A., Educational Research Service.

Shapson, S. M., Wright, E. N., Eason, G., & Fitzgerald, J. (1980). An experimental study of the effects of class size. American Educational Research Journal, 17, 144–152.

Slavin, R. E. (1989). Class size and student achievement: small effects of small classes. Educational Psychologist, 24 (1), 99-110.

Slavin, R. E. (1990b) Class size and student achievement: is smaller better? Contemporary Education, 62, 6-12

Smith, A.B., McMillan, B.W., Kennedy, S. & Ratcliffe, B. (1989). The effect of improving pre-school teacher/child ratios: an ‘experiment in nature’. Early Child Development and Care, 41, 123-38.

Word, E.R., Johnston, J., Bain, H.P., & Fulton, B.D. (1990). The State of Tennessee’s Student/Teacher Achievement Ratio (STAR) Project: Technical Report 1985-90. Nashville, Tennessee State University.

Plus:

Papers in Wang, M.C., and Fin, J.D. (2000) How Small Classes Help Teachers Do Their Best. Temple University Center for Research in Human Development

Papers in Finn, J.D., and Wang, M.C. (2002) Taking Small Classes One Step Further. Information Age Publishing, Greenwich, Connecticut and Laboratory for Student Success

Other than papers cited above, all other papers in Special Issue on class size research. Educational Evaluation and Policy Analysis, 1999, 21(2), 193–213.

NICHD Early Child Care Research Network (now out ?). Does class size in first grade relate to children’s academic and social performance or observed classroom processes. Developmental Psychology.