Does Class Size Make a Difference Recent Findings from State and District Initiatives.Reportar como inadecuado

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Research has indicated that educators view class size as a factor in improving student learning. This publication summarizes findings about some recently implemented class-size initiatives. It highlights results from Tennessee's reduced class-size experiment of the 1980s; summarizes the efforts and results from other recent state-level initiatives (Florida, Nevada, Virginia, and Wisconsin); focuses on the efforts and results of a reduced class-size initiative in Burke County Schools, North Carolina; discusses the findings from and applications of these class-size initiatives; and provides an extensive reference section to enable educators to further explore issues surrounding class-size initiatives. Implemented in 1990, the Burke County initiative appears to have resulted in expanded classroom space, improved classroom management, strengthened instruction and assessment, enhanced student concept and relationships with peers, and improved teacher-parent communication. Data also show that students in the reduced-size classrooms had higher standardized test scores in reading and mathematics than did students in the control group. Issues to be dealt with include cost, allocation of classroom space, and the loss of teaching assistants in primary grades. One figure and two tables are included. (Contains 94 references.) (LMI)

Descriptors: Academic Achievement, Class Size, Classroom Environment, Elementary Education, Outcomes of Education, Program Implementation, School Organization, State Legislation, Teacher Student Ratio

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Autor: Egelson, Paula; And Others


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