PROTOCOL: The effects of small class sizes on students’ academic achievement, socioemotional development, and well‐being in special education

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PROTOCOL: The effects of small class sizes on students’ academic achievement, socioemotional development, and well‐being in special education

Anja Bondebjerg et al · SAGE Publishing · 2021

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Autor / responsable

Anja Bondebjerg et al

Editorial

SAGE Publishing

Año

2021

ISSN

1891-1803

ISSN

1891-1803

Idioma

eng

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Abstract This is the protocol for a Campbell review. The objective of this systematic review is to uncover and synthesise data from studies to assess the impact of small class sizes on the academic achievement, socioemotional development, and well‐being of students with special educational needs. Where possible, we will also investigate the extent to which the effects differ among subgroups of students. Furthermore, we will perform a qualitative exploration of the experiences of children, teachers, and parents with special education class sizes.

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APA 7

al, A. B. E. (2021). PROTOCOL: The effects of small class sizes on students’ academic achievement, socioemotional development, and well‐being in special education. https://doi.org/10.1002/cl2.1159

MLA

al, Anja Bondebjerg et. "PROTOCOL: The effects of small class sizes on students’ academic achievement, socioemotional development, and well‐being in special education." 2021. https://doi.org/10.1002/cl2.1159.

Chicago

al, Anja Bondebjerg et. 2021. "PROTOCOL: The effects of small class sizes on students’ academic achievement, socioemotional development, and well‐being in special education.". https://doi.org/10.1002/cl2.1159.

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al, A. B. E. 2021, PROTOCOL: The effects of small class sizes on students’ academic achievement, socioemotional development, and well‐being in special education, SAGE Publishing, available at: https://doi.org/10.1002/cl2.1159 [Accessed 29 Jun. 2026].

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Título: PROTOCOL: The effects of small class sizes on students’ academic achievement, socioemotional development, and well‐being in special education

Autor / colaboradores: Anja Bondebjerg et al

Editorial: SAGE Publishing

Año de publicación: 2021

ISSN: 1891-1803

ISSN: 1891-1803

Idioma: eng