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Mastery Learning Reconsidered. Report No. 7. January, 1987 [microform] / Robert E. Slavin
Bib ID 5491627
Format BookBook, MicroformMicroform, OnlineOnline
Author
Slavin, Robert E
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1987 
84 p. 
Summary

Literature on achievement effects of practical applications of group-based mastery learning in elementary and secondary schools over at least four weeks is examined, using the best-evidence synthesis review technique (a combination of meta-analysis and narrative reviews). There was essentially no evidence to support the effectiveness of group-based mastery learning on standardized achievement measures. Effects were generally positive, though moderate, on experimenter-made measures, with little evidence that they were maintained over time. These findings suggest the need for increased efforts to see how the compelling theories underlying mastery learning can achieve their potential. A 13-page list of references and three tables are presented. (SLD)

Notes

Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.

Contract Number: OERI-G-86-0006.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Academic Achievement.  |  Elementary Secondary Education.  |  Literature Reviews.  |  Mastery Learning.  |  Mastery Tests.  |  Meta Analysis.  |  Best Evidence Synthesis
Form/genre Information Analyses.
Other authors/contributors Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools
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