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The search strategy was developed by Anne-Marie KlintJørgensen and Trine Filges.Trine Filges will be responsible for updating this review as additional evidence accumulates and as funding becomes available.Valuable help was given by members of the review team at SFI Campbell: the research assistants Julie Kaas Seerup, Julie Marie Nielsen, Louise Jean Kristiansen and Anne-Marie KlintJørgensen. |\n| Editors for | Editor: Carlton Fong |\n| this review | Managing editor: Amy Mulvenna |\n| Sources of support | SFI/VIVE Campbell |\n| Declarations of | The authors have no vested interest in the outcomes ofthis review, nor any incentive |\n| interest | to represent findings in a biased manner. |\n\nCorresponding author  \nTrine Filges  \nVIVE-Campbell  \nThe Danish Centre of Applied Social Science HerlufTrollesgade 11  \n1052 Copenhagen K Denmark  \nE-mail: tif@[sfi.dk](sfi.dk)  \nFull list of author information is available atthe end of the article.  \nCampbell Systematic Reviews  \nEditor-in-Chief Editors  \nCrime and Justice  \nDisability Education  \nInternational Development  \nSocial Welfare Knowledge Translation and Implementation Methods  \nManaging Editor Co-Chairs  \nCrime and Justice  \nDisability  \nEducation  \nSocial Welfare  \nKnowledge Translation and Implementation International Development  \nMethods  \nBusiness and Management  \nVivian Welch, University of Ottawa, Canada  \nCharlotte Gill, George Mason University, USA  \nAngela Higginson, Queensland University of Technology, Australia Carlton J.Fong, Texas State University, USA  \nSarah Miller, Queen’s University Belfast, UK Carlton J.Fong, Texas State University, USA  \nBirte Snilstveit, 3ie, UK  \nHugh Waddington, 3ie, UK  \nBrandy Maynard, Saint Louis University, USAAron Shlonsky, University of Melbourne, Australia  \nTherese Pigott, Loyola University, USA Ryan Williams, AIR, USA  \nChuiHsia Yong, The Campbell Collaboration  \nPeter Neyroud, Cambridge University, UK  \nLorraine Mazerolle, University of Queensland, Australia Oliver Wendt, Purdue University, USA  \nJoann Starks, AIR, USA  \nSarah Miller, Queen's University Belfast, UK Gary W.Ritter, Saint Louis University, USA  \nBrandy Maynard, Saint Louis University, USA Douglas Besharov, University of Maryland, USA  \nRobyn Mildon, CEI, Australia Cindy Cai, AIR, USA  \nPeter Tugwell, University of Ottawa, Can","cbCaikpH2frzaYkT","https://ap.wps.com/l/cbCaikpH2frzaYkT","pdf",1428975,110,"English","# PLAIN LANGUAGE SUMMARY\n# EXECUTIVE SUMMARY/ABSTRACT\n## Background\n## Objectives\n## Search methods\n## Selection criteria\n## Data collection and analysis\n## Results\n## Authors’ conclusions\n# 1 BACKGROUND\n## 1.1 The problem, condition or issue\n## 1.2 The intervention\n## 1.3 How the intervention might work\n## 1.4 Why it is important to do the review\n# 2 OBJECTIVES\n# 3 METHODS\n## 3.1 Title registration and review protocol\n## 3.2 Criteria for considering studies for this review\n## 3.3 Search methods for identification of studies\n## 3.4 Data collection and analysis\n# 4 RESULTS\n## 4.1 Description of studies\n## 4.2 Risk of bias in included studies\n## 4.3 Synthesis of results\n# 5 DISCUSSION\n## 5.1 Summary of main results\n## 5.2 Overall completeness and applicability of evidence\n## 5.3 Quality of the evidence\n## 5.4 Limitations and potential biases in the review process\n## 5.5 Agreements and disagreements with other studies or reviews\n# 6 AUTHORS’ CONCLUSIONS\n## 6.1 Implications for practice and policy\n## 6.2 Implications for research\n# 7 METHODS NOT IMPLEMENTED\n# 8 REFERENCES","[{\"question\":\"What question does the review address?\",\"answer\":\"The review examines whether small class sizes improve student achievement in primary and secondary schools, using a systematic evidence synthesis framework.\"},{\"question\":\"How were studies selected and analyzed?\",\"answer\":\"Selection used explicit criteria, systematic search methods to identify studies, and structured data collection and analysis. The review also considers risk of bias in included studies and synthesizes results across studies.\"},{\"question\":\"What key aspects are discussed in the conclusions?\",\"answer\":\"The conclusions cover implications for practice and policy, implications for research, and include discussion of completeness and applicability of evidence, evidence quality, limitations, and potential biases.\"}]","Small class sizes for improving student achievement in primary and secondary schools - a systematic review | PDF",1792043314,277]