Class Size: Perceptions of K-3 Teachers, Principals, and Superintendents in a Rural, Midwest State

Autor/inn/en	Conaway, Chad; De Jong, David; Curtin, Susan; Strouse, Gabrielle; Degen, Dustin
Titel	Class Size: Perceptions of K-3 Teachers, Principals, and Superintendents in a Rural, Midwest State
Quelle	In: Education Leadership Review, 21 (2020) 1, S.209-229 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-0723
Schlagwörter	Class Size; Teacher Attitudes; Administrator Attitudes; Superintendents; Principals; Preschool Teachers; Elementary School Teachers; Kindergarten; Grade 1; Grade 2; Grade 3; Rural Schools; Public Schools; Teaching Experience; Teacher Effectiveness; Classroom Research; Teacher Student Ratio; Small Classes; Classroom Techniques; Educational Finance; South Dakota + Suchen Sie Ihr Suchwort? Klassengröße; Lehrerverhalten; Schulrat; Principal; Schulleiter; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Public school; Öffentliche Schule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrer-Schüler-Relation; Klassenführung; Bildungsfonds; South-Dakota
Abstract	Identifying an appropriate class size is an important decision public schools face as they weigh balancing their budget with the impact class size may have on student achievement. This study examined perceptions of South Dakota kindergarten through third-grade teachers, elementary principals, and superintendents concerning optimal class size and the extent to which they felt the following factors influenced their optimal class size selection: classroom experience, class size research, financial implications, classroom management, and instructional quality. 97 superintendents, 73 elementary principals, and 264 elementary teachers in South Dakota were surveyed. Teachers provided significantly smaller optimal class size estimates for all grade levels (K-3) than principals and superintendents. Teachers, principals, and superintendents revealed class size research had little influence on their choice about optimal class size whereas instructional quality was identified as the most influential factor. Only superintendents identified financial implications to be a predominant factor influencing their optimal class size selection. This research reveals the discrepancies in perceptions among teachers, principals, and superintendents regarding optimal class size and the factors influencing their optimal class size selection. This information has the capacity to provide state governments and school leaders the insight needed to develop class size policies and professional development opportunities to build a common approach to addressing class size while reflecting on best practices identified in class size research. (As Provided).
Anmerkungen	International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01