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Cited by

• 1992Achievement Effects of the Nongraded Elementary School: A Best Evidence Synthesis133 cited
• 2014The non-graded elementary school88 cited
• 2004The Decline of the Local: A Challenge to Educational Leadership87 cited
• 1987A Theory of School and Classroom Organization84 cited
• 2003The Impact of Teacher-Directed and Child-Directed Pretend Play on Cognitive Competence in Kindergarten Children83 cited
• 1999Multi-Age Classes and High Ability Students77 cited
• 1987Grouping for Instruction in the elementary School75 cited
• 1994Educational reform and the self-efficacy beliefs of teachers implementing nongraded primary school programs73 cited
• 1997Between a rock and a hard place in the primary grades: The challenge of providing developmentally appropriate early childhood education in an Elementary School Setting66 cited
• 19736: The Process of Organizational Change in Schools52 cited
• 2003Questionable Assumptions About Schooling.49 cited
• 2013Como a escola pode ser mais justa e mais eficaz?27 cited
• 2007L’intégration de la musique et du français au programme d’immersion française : avantages pour l’apprentissage de ces deux matières14 cited
• 2009A Descriptive Study of Multi-Age Art Education in Florida