Literaturnachweis - Detailanzeige
| Autor/inn/en | Achilles, C. M.; Krieger, Jean D.; Finn, J. D.; Sharp, Mark |
|---|---|
| Titel | School Improvement Should Rely on Reliable, Scientific Evidence. Why Did "No Child Left Behind" Leave Class Size Behind? |
| Quelle | (2003), (31 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Class Size; Primary Education; Small Classes; Socialization; Teacher Student Ratio |
| Abstract | Small classes in grades K-3 boost student academic performance in all subjects and in prosocial behavior. Results are both short- and long-term. One study explored the theory that a major cause behind improved academic achievement involves improved student behavior, which increases student engagement in the classroom. Two other studies provide evidence that teachers spend more time on task and with individual students because of less time spent on dealing with disciplinary problems and interactions not related to learning objectives, compared with teachers in larger classes. This study suggests that, given a reasonable pupil-teacher ratio (PTR), the closer the K-3 actual class sizes are to the building PTR, the better the student outcomes (academic, behavior, and so forth). Small classes can be obtained with little or no added funding if attention is paid to personnel assignments to get PTR and class sizes nearly equal. High-performing and small-class schools are characterized by a minimum of "pullouts" and disruptions; high parental support; and planned and coherent education programs. Appendix A describes the Tennessee STAR project, Appendix B lists some major differences between PTR and class size, and an attachment provides recommendations for class-size change. (Contains 78 references.) (RT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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