Sustained Inquiry in Education: Lessons from Skill Grouping and Class Size

Frederick Mosteller; Richard Light; Jason Sachs

doi:10.17763/haer.66.4.36m328762x21610x

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Sustained Inquiry in Education: Lessons from Skill Grouping and Class Size

Frederick Mosteller, Richard Light and Jason Sachs

Harvard Educational Review December 1996, 66 (4) 797-843; DOI: https://doi.org/10.17763/haer.66.4.36m328762x21610x

Frederick Mosteller

1 Harvard University and the American Academy of Arts and Sciences

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Richard Light

2 Harvard University

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Jason Sachs

2 Harvard University

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vol. 66 no. 4 797-843

DOI

https://doi.org/10.17763/haer.66.4.36m328762x21610x

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Harvard Educational Review

Print ISSN

0017-8055

Online ISSN

1943-5045

History

Published online December 1, 1996.

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Frederick Mosteller¹,
Richard Light² and
Jason Sachs²

¹ Harvard University and the American Academy of Arts and Sciences
² Harvard University

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Sustained Inquiry in Education: Lessons from Skill Grouping and Class Size

Frederick Mosteller, Richard Light, Jason Sachs

Harvard Educational Review Dec 1996, 66 (4) 797-843; DOI: 10.17763/haer.66.4.36m328762x21610x

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Sustained Inquiry in Education: Lessons from Skill Grouping and Class Size

Frederick Mosteller, Richard Light, Jason Sachs

Harvard Educational Review Dec 1996, 66 (4) 797-843; DOI: 10.17763/haer.66.4.36m328762x21610x

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