How Class Size Makes a Difference: What the Research Says. The Impact of Class-Size Reduction (CSR).

Autor/in	Achilles, C. M.
Titel	How Class Size Makes a Difference: What the Research Says. The Impact of Class-Size Reduction (CSR).
Quelle	(2003), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Academic Achievement; Class Size; Educational Improvement; Educational Research; Elementary Education; Small Classes; Teacher Student Ratio + Suchen Sie Ihr Suchwort? Schulleistung; Klassengröße; Teaching improvement; Unterrichtsentwicklung; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Lehrer-Schüler-Relation
Abstract	Class size in elementary grades has taken on added importance recently. Research on the topic is finally getting some attention. Legislative and administrative actions to reduce deficits are pushing for larger class sizes, in addition to eliminating nonessential curricular activities, such as music, drama, and art. In Florida, various institutions are acting in opposition to small class sizes in ways that suggest willful political and administrative ignorance and incompetence. Research on class size reduction (CSR), such as the Student Teacher Achievement Ratio (STAR) program, have demonstrated that smaller class sizes improve students' academic achievement, improve their behavior and discipline both in the classroom and outside of school, improve their citizenship and participation/engagement in and outside of school, and enhance their development into productive, humane, and responsible persons who can contribute to society. Small classes are also an incentive to attract and keep teachers in teaching. Research-based recommendations are included the can guide educators' decision-making as they implement class-size changes. Appendix A briefly explains the differences between pupil-teacher ratio (PTR) and class size. (Contains 65 references and 8 tables.) (RT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01