The Teacher Aide Puzzle: Student Achievement Issues. An Exploratory Study.

Autor/in	Achilles, C. M.
Titel	The Teacher Aide Puzzle: Student Achievement Issues. An Exploratory Study.
Quelle	(1993), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Class Size; Elementary School Students; Grade Repetition; Instructional Effectiveness; Primary Education; Scores; Small Classes; Teacher Aides; Teacher Student Ratio; Tennessee + Suchen Sie Ihr Suchwort? Schulleistung; Klassengröße; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Unterrichtserfolg; Primarbereich; Handreichung; Lehrerhilfe; Lehrer-Schüler-Relation
Abstract	This paper presents findings of a study that examined the relationship between the performance (as measured by test results) of pupils in classrooms with full-time teacher aides. The Student Teacher Achievement Ratio project (STAR) was implemented in Tennessee from 1985 through 1989 to study the effects of class size on student achievement and development in grades K-3. Data for this paper were derived from an analysis of data from Project STAR and its derivative studies. Project STAR compared the results of three situations: (1) small classes with a 1:15 teacher-pupil ratio (S condition); (2) regular classes with a 1:24 teacher-pupil ratio (R condition); and (3) regular classes with a full-time teacher aide (RA condition). In nearly all comparisons, the small classes had the highest student test outcomes, followed by regular-sized classes with aides and regular-sized classes. However, pupils who were retained a grade before entering the STAR program benefitted most in their test scores from the RA condition and often least from the S condition. Implications are that retention fails to help students improve test outcomes and that small-class intervention does not remedy already-defined test-score deficits after students have experienced regular classes. Thirteen tables and an appendix containing statistical data are included. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC