We are conducting a series of studies concerning middle school transition in Portugal, identifying factors that may influence middle school adjustment in a setting where middle school transition takes places earlier than most countries (around 9 years of age).
This question is asking about Child behavior Psychology in Teaching and learning or educational Science as well as Educational/Organizational Psychology for comparative analysis.
Check out the Child Behavior psychology in behavioral Science and cognitive theory. Shalom!
Check this out:
Zyngier, D. (2014). Class size and academic results, with a focus on children from culturally, linguistically and economically disenfranchised communities. Evidence Base, 1
Whitehurst, G. J., & Chingos, M. M. (2011). Class Size: What Research Says and What It Means for State Policy. Brookings Institution.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge
Vitor:
Have a look at these studies that deal with your research topic by ResearchGate authors:
https://www.researchgate.net/publicliterature.PublicLiterature.search.html?type=keyword&search-keyword=how+elementary+school+class+size+and+middle+school+socioeconomical+status+may+influence+middle+school+transition%3F&search-abstract=&search-journal=&search=Search
You can have access to other authors from viewing the reference lists.
Best regards,
Debra
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