School of Education — Learning and Instruction — Doctoral

Robert Burns, Ph.D.

Professor, Learning and Instruction

Education

Ph.D., Education, University of California, Santa Barbara
B.A., Psychology, University of California, Santa Barbara

Research Areas

Research on teaching and instruction, particularly the effects of class composition on student learning; research methodology; statistics.

Teaching
  • Research Methods in Education
  • Program Evaluation
  • Correlational Designs
  • Introduction to SPSS
  • Human Abilities
  • Dissertation Proposal Seminar
  • Research into Practice
Publications

Burns, R. & Mason, D. (2002). Class composition and student achievement in elementary schools. American Educational Research Journal, 39(1), 207-233.

Mason, D., & Burns, R. (1999). Assignment of teachers to combination classes. Journal of School Leadership, 9, 51-78.

Burns, R., and Mason, D. (1998). Class Formation and Composition in Elementary Schools. American Educational Research Journal, 35, 739-772.

Mason, D., & Burns, R. (1997). Toward a theory of combination classes. Educational Research and Evaluation, 3, 281-304.

Mason, D., & Burns, R. (1997). Reassessing the effects of combination classes. Educational Research and Evaluation, 3, 1-53.

Burns, R. (1996). A study of combination class achievement. Focus on Learning, 1(2), 11-25.

Mason, D., & Burns, R. (1996). "Simply no worse and simply no better" may simply be wrong: A critique of Veenman's conclusion about multigrade classes. Review of Educational Research, 66, 307-322.

Mason, D., & Burns, R. (1995). Teachers' views about combination classes. Journal of Educational Research, 89, 36-45.

Burns, R., & Mason, D. (1995). Organizatonal constraints and the formation of elementary school classrooms. American Journal of Education, 103(2), 185-212.

Burns, R. (1994). Surveying the cognitive terrain [Review of Human cognitive abilities: A survey of factor-analytic studies]. Educational Researcher, 23(3), 35-37.

Burns, R. (1994). Practitioner interpretations of Bloom's Learning for Mastery. Outcomes, 13.

Burns, R. (1994). Models of learning. In T. Husen & N. Postlethwaite (Eds.), The international encyclopedia of education (2nd. ed) (Vol. 7, pp.3880-3886). Oxford: Pergamon.

Burns, R. (1994). Paradigms for research on teaching. In T. Husen & N. Postlethwaite (Eds.), The international encyclopedia of education (2nd. ed.) (Vol. 10, pp. 6202-6208). Oxford: Pergamon.