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| Autor/inn/en | Ysseldyke, James E.; und weitere |
|---|---|
| Institution | Minnesota Univ., Minneapolis. |
| Titel | A Case Study Analysis of Factors Related to Effective Student-Teacher Ratios. Research Report No. 14. Instructional Alternatives Project. |
| Quelle | (1988), (85 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Achievement Gains; Case Studies; Class Size; Elementary Education; Grouping (Instructional Purposes); Instructional Effectiveness; Labeling (of Persons); Learning Disabilities; Mild Mental Retardation; Teacher Student Ratio; Time on Task |
| Abstract | Case study analyses of nine mildly handicapped elementary students were conducted to identify factors related to gains in achievement and to higher active academic responding times (ART) in relation to different student-teacher ratios. Six learning disabled and three educable mentally retarded students (grades 3-5) were observed in special education settings under different student-teacher ratios. Information was collected on each student in the areas of aptitude, achievement gains during a one-year period, behavior, the nature of home, school, and community learning environments, methods of instruction, and the student's academic engaged time (and other times) under different student-teacher ratios. Results indicated considerable inter-individual and intra-individual variability in all factors examined, but few consistent trends. Among conclusions discussed is that ART changes in relation to several variables, particularly the content area of instruction, the nature of the task, and environmental distractions. The data also seemed to indicate that the special education categorical label assigned to a student does not determine the effectiveness of different student-teacher ratios. Results suggested that ART is higher when the method of instruction is some form of direct instruction. (JW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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