Relationship between Class Size and Students' Opportunity to Learn Writing in Middle School

Autor/inn/en	Tienken, Christopher H.; Achilles, Charles M.
Titel	Relationship between Class Size and Students' Opportunity to Learn Writing in Middle School
Quelle	In: Research in the Schools, 16 (2009) 1, S.13-24 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-5300
Schlagwörter	Class Size; Writing Achievement; Statistical Analysis; Achievement Gains; Statistical Significance; Cohort Analysis; Middle School Students; Intervention; Language Arts; Program Length; Longitudinal Studies; Predictor Variables; New Jersey + Suchen Sie Ihr Suchwort? Klassengröße; Statistische Analyse; Achievement gain; Leistungssteigerung; Kohortenanalyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sprachkultur; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor
Abstract	Class-size reduction (CSR) initiatives have demonstrated positive short- and long-term effects in elementary grades. Less is known about CSR influence on achievement in middle grades. Thus, we conducted a non-experimental, longitudinal, explanatory study of CSR influence on writing achievement of 3 independent cohorts of students (n = 123) in Grades 6 through 8. Analysis of variance was used to analyze results from the narrative writing section of the New Jersey Grade Eight Proficiency Assessment. The CSR had a statistically significant influence on the achievement of students who received CSR for 3 consecutive years (n = 38) and was practically significant (d = 0.61 and 0.79) compared to students who received CSR for one year (n = 42), and students who did not receive the treatment (n = 43), respectively. (Contains 4 tables.) (As Provided).
Anmerkungen	Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/rits.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10