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-ERIC_NO-
    ED276109;
-TITLE-
    The Educational Effects of a State Supported Reduced Class
Size
Program. A Comprehensive Evaluation of Indiana's Project PRIME TIME at 
the North Gibson School Corporation.;
-AUTHOR-
    "Swan, Edward; And Others";
-LANGUAGE-
    English;
-DESCRIPTORS-
    Basic Skills;
    Cost Effectiveness;
    Primary Education;
    Academic Achievement;
    Change Strategies;
    Class Size;
    Educational Change;
    Program Effectiveness;
    Program Evaluation;
-IDENTIFIERS-
    Indiana;
    North Gibson School Corporation IN;
    Project PRIMETIME;
-ABSTRACT-
    Research studies on class size date
back to 1900. Common
sense has suggested that small classes lead to greater academic 
achievement, but most research on the effects of class
size on 
achievement have been inconclusive. Furthermore, the financial costs and 
political consequences of reducing class size
have generally prohibited 
the adoption of class size reduction
alternatives. The Department of 
Education in the State of Indiana, however, has adopted Project 
PRIMETIME, which has attempted to reduce the class
size in primary 
grades throughout the state. This document reports on the effect on 
student learning of reducing first grade class
size to 18 students or 
fewer. Subjects for the studies were first-grade students in three 
elementary schools in Princeton, Indiana. Results of 13 studies, 
focusing mainly on basic reading and mathematics skills, provide 
overwhelming evidence of the gains in scores for students in the 
small-size classes of the 1984-85 school year
as compared to the larger 
classes of the previous year. Four tables, one page of references, 
copies of the reading and mathematics evaluation systems, and a letter 
from the governor are appended. (IW);
-GEOG_SOURCE-
    "U.S.; Indiana";
-CLEARINGHOUSE_NO-
    EA018942;
-INSTITUTION_NAME-
    Indiana State Univ., Terre Haute. School of
Education.;
-PUBLICATION_TYPE-
    143;
-PUBLICATION_DATE-
1985




-ERIC_NO- ED274075; -TITLE- Class Size. What Research Says About Series, Number 2. Data-Search Reports.; -LANGUAGE- English; -DESCRIPTORS- Elementary Secondary Education; Research Needs; Academic Achievement; Classroom Environment; Class Size; Student Attitudes; Student Motivation; Teaching Conditions; -ABSTRACT- "Recent research offers strong evidence that reduced class size has positive effects on improved student achievement, teachers' work conditions, and the quality of the classroom environment. This report presents a brief historical perspective on the research into the effects of class size; summarizes studies that discuss the relationship between smaller classes and student achievement; and presents research evidence concerning the effects of class size on the educational environment, including such psychological factors as attitudes, motivation, and morale. Summaries provide additional insights, implications, and research highlights, and indicate the need for longitudinal studies on class size in conjunction with such other variables as subject matter and instructional design. Twenty-six references are appended. (IW)"; -GEOG_SOURCE- "U.S.; District of Columbia"; -CLEARINGHOUSE_NO- EA018838; -INSTITUTION_NAME- National Education Association, Washington, D.C. Research Div.; -PUBLICATION_TYPE- "070; 141"; -PUBLICATION_DATE- 1986



-ERIC_NO- ED278507; -TITLE- Second Grade Class Size Reduction Program Classroom Implementation, 1985-86. OEA Evaluation Report.; -LANGUAGE- English; -DESCRIPTORS- Grade 2; Primary Education; Program Evaluation; Surveys; Class Size; Instruction; Staff Development; Teaching Experience; Urban Schools; -IDENTIFIERS- New York (New York); -ABSTRACT- The Office of Educational Assessment of the New York City public schools conducted an evaluation of an initiative aiming to reduce the average size of second-grade classes from 29 to 25 students. Information about class size was provided by the Office of the Auditor General. In addition, field staff observed classes and interviewed teachers in a randomly selected sample of 133 second-grade classrooms. This report provides information on class size, teacher experience, instructional program, and staff development activities. Among the findings was that the average second-grade classroom was reduced in size to 25 students, according to program guidelines. It was recommended that staff development for teachers should include strategies for reducing the instances of activities which involve no productive learning for students (such as waiting, classroom management, etc.), and should include techniques for working with students for whom English is a second language. (RH); -GEOG_SOURCE- "U.S.; New York"; -CLEARINGHOUSE_NO- PS016335; -INSTITUTION_NAME- New York City Board of Education, Brooklyn. Office of Educational Assessment.; -PUBLICATION_TYPE- 142; -PUBLICATION_DATE- 1986



-ERIC_NO- ED268533; -TITLE- Class Size and English in the Secondary School.; -AUTHOR- "Smith, William L.; And Others"; -LANGUAGE- English; -DESCRIPTORS- Crowding; Research Reports; Classroom Environment; Class Size; Educational Research; English Instruction; Teacher Student Ratio; -ABSTRACT- Recognizing the contradictory or inconclusive findings on class size in English, this booklet provides a summary and analysis of existing class size research and describes the kinds of research that would shed new light on the question of class size and secondary English. The first section contains the report of the Task Force on Class Size and Workload in Secondary English Instruction for the Executive Committee of the National Council of Teachers of English. It describes charges given to the task force, existing research on the effects of class size, general recommendations for research, and recommended topics for research. The second section, containing a summary of research on class size and English, discusses reviews of the literature, reports of studies on the effect of class size on achievement and on quality, and highlights some particularly comprehensive studies on achievement and quality in different class sizes. A reference list of about four pages is included. (EL); -GEOG_SOURCE- "U.S.; Illinois"; -CLEARINGHOUSE_NO- CS209652; -INSTITUTION_NAME- "ERIC Clearinghouse on Reading and Communication Skills, Urbana, Ill.; National Council of Teachers of English, Urbana, Ill."; -PUBLICATION_TYPE- "143; 071"; -PUBLICATION_DATE- 1986



-ERIC_NO- ED274030; -TITLE- Class Size Research: A Related Cluster Analysis for Decision Making. ERS Research Brief.; -AUTHOR- "Robinson, Glen E.; Wittebols, James H."; -LANGUAGE- English; -DESCRIPTORS- Classroom Environment; Elementary Secondary Education; Resource Allocation; Teaching Methods; Academic Achievement; Class Size; Cluster Grouping; Meta Analysis; Small Classes; -IDENTIFIERS- Educational Research Service; -ABSTRACT- "A policy of reducing class size seems sensible, but might have costly, far-reaching implications for students, teachers, and public support for schools. The purpose of this research brief is to summarize 100 class size research studies from 1950 to 1985 and to regroup them into 18 areas of concern. The cluster analysis approach was designed to make this research more accessible and useful to school officials making class size decisions. (Three major 1978 syntheses had created substantial debate and controversy by treating class size as an isolated variable.) In contrast, clustering research by grade level, subject area, definition, pupil characteristics, teacher opinion, and cost implications helps decision-makers determine the best possible use of additional resources. This analysis dispels the concept of an ""optimum"" class size. The relationships between class size and student achievement vary greatly across grades, among subject areas, and by instructional methods. In general, the effects of smaller classes on student learning, attitudes, and behavior decreases as grade level increases. Findings indicate that disadvantaged or minority students achieve more academically in smaller classes. The same holds true for students with below average academic ability. Included are numerous tables and three appendices listing over 200 class size studies and 83 additional references. (MLH)"; -GEOG_SOURCE- "U.S.; Virginia"; -CLEARINGHOUSE_NO- EA018773; -INSTITUTION_NAME- Educational Research Service, Arlington, Va.; -PUBLICATION_TYPE- "070; 143"; -PUBLICATION_DATE- 1986



-ERIC_NO- ED291527; -TITLE- A Study of the Relationship Between Class Size and Achievement.; -AUTHOR- "Vanble, Mary Ellen; Gilman, David Alan"; -LANGUAGE- English; -DESCRIPTORS- Grade 1; Mathematics Achievement; Meta Analysis; Primary Education; Reading Achievement; Small Classes; Teaching Methods; Academic Achievement; Class Size; Teacher Student Ratio; -IDENTIFIERS- Indiana; PRIMETIME; -ABSTRACT- This study examined the relationship between test results of students in PRIMETIME first-grade classrooms in Indiana, and the Smith and Glass (1979) class size/achievement model. The class size/achievement model shows the results of a meta-analysis of research on class size which indicated that as class size decreases, achievement increases. The PRIMETIME project reduced the student/teacher ratio in first grade classrooms to 14:1. The current study examined 10 sets of data collected from over 2000 first-grade classrooms. Only 3 of the 10 studies examined reported a positive relationship between decreased class size and increased achievement scores. The conclusion of this study is that reduced class size is necessary, but not sufficient, to increase achievement scores. The role of teaching methods in small classes as a factor in increasing test scores is discussed, as are other contributing variables which may have affected achievement scores. It is recommended that PRIMETIME be continued, but that teaching methods and materials in smaller classes also be changed to increase achievement. (PCB); -GEOG_SOURCE- "U.S.; Indiana"; -CLEARINGHOUSE_NO- PS017215; -PUBLICATION_TYPE- 143; -PUBLICATION_DATE- 1988



-ERIC_NO- ED289845; -TITLE- Class Size and Educational Effectiveness.; -AUTHOR- Kwasneski, Kimberly A.; -LANGUAGE- English; -DESCRIPTORS- Classroom Environment; Elementary Secondary Education; Instructional Effectiveness; Small Classes; Student Attitudes; Student Behavior; Teacher Attitudes; Test Results; Academic Achievement; Class Size; Teacher Student Ratio; -ABSTRACT- Brief abstracts of research studies on the subject of the relationship between class size and student achievement are presented in this bibliography. The first part of the study examines the research concerned with the reduction of class size and the positive effects it has on student achievement, particularly in the areas of reading and mathematics. The second part reviews the research that supports greater achievement gains with larger classes. The final area of concentration deals with the research studies showing no difference in student achievement with regard to class size. Particular attention is paid throughout the study to the statistical significance of test scores. Also, some research considering the effect class size has on student and teacher attitudes, student behavior, and classroom environment is included. (JD); -GEOG_SOURCE- "U.S.; Indiana"; -CLEARINGHOUSE_NO- SP029720; -PUBLICATION_TYPE- "131; 070"; -PUBLICATION_DATE- 1987



-ERIC_NO- ED292216; -TITLE- Class Size and Public Policy: Politics and Panaceas.; -AUTHOR- Tomlinson, Tommy M.; -LANGUAGE- English; -DESCRIPTORS- Comparative Analysis; Elementary Secondary Education; Resource Allocation; School Statistics; Teacher Responsibility; Class Size; Educational Economics; Educational Policy; Politics of Education; Teacher Student Ratio; -ABSTRACT- "This document reviews the issue of class size reduction, analyzes the evidence from research on the relationship between class size and educational improvement, and cites findings supporting the view that the costs of class size reduction outweigh the benefits and that reducing class size to improve student achievement is inconsistent with the push to enhance teacher professionalism by placing greater demands on teachers. After an introductory overview, the following topics are discussed: (1) the context for reform; (2) the history of the debate; (3) the current debate; (4) perspectives on workload, including statistics on pupil/teacher ratio, pupils per class, pupil load, and staff ratios; and (5) sifting the evidence from standardized tests, state comparisons, and international comparisons. This is followed by a ""lesson for America"" on classroom culture and class size based on comparisons with the Japanese education system, and a discussion of what teachers can do to manage large classes. Forty-three references are included, and computations are appended. (TE)"; -GEOG_SOURCE- "U.S.; District of Columbia"; -CLEARINGHOUSE_NO- EA020100; -INSTITUTION_NAME- Office of Educational Research and Improvement (ED), Washington, DC.; -PUBLICATION_TYPE- 120; -PUBLICATION_DATE- 1988



-ERIC_NO- ED279422; -TITLE- Class Size in Kindergarten through Grade Three: A Report to the Minnesota Legislature.; -LANGUAGE- English; -DESCRIPTORS- Educational Finance; Educational Improvement; Feasibility Studies; Literature Reviews; Mathematics Instruction; Reading Instruction; School Districts; Writing Instruction; Class Size; Elementary School Curriculum; Kindergarten; Primary Education; Teacher Student Ratio; -IDENTIFIERS- Minnesota; -ABSTRACT- Reported are the findings of a legislatively mandated study on reducing certain class sizes of grades kindergarten through three to an optimum pupil-teacher ratio for Minnesota's schools. This report, after defining terms, briefly surveys variables affected by class size, such as teaching processes and classroom climate. Research is subsequently placed in its historical context prior to a review of the findings of the two major groups contributing to the literature in the last decade (Glass and Smith, and the Educational Research Services, Inc. surveys) and three selected projects from Indiana, Tennessee, and Chicago, Illinois, that have statewide implications for Minnesota. Optimum class size in Minnesota is discussed through a review of research, public and professional opinion, and current practices in the 50 States. Discussion next addresses the legislature's request for information on the number of teachers required to reduce the size of reading, writing, and mathematics classes. This topic is discussed within the context of the State Board's new elementary rule, effective 1986-87, requiring that specific proportions of time be given to instruction in certain curriculum areas. The feasibility of reducing class sizes to an optimum pupil-teacher ratio in individual school districts is explored in a trend-revealing 2-year comparison of class sizes. Concluding remarks focus on alternatives to small classes. Related materials are appended: references to research, Minnesota class size data for 1985-86, and projected 1987-88 revenues for Minnesota's school districts. (RH); -GEOG_SOURCE- "U.S.; Minnesota"; -CLEARINGHOUSE_NO- PS016375; -INSTITUTION_NAME- Minnesota State Dept. of Education, St. Paul.; -PUBLICATION_TYPE- "143; 070"; -PUBLICATION_DATE- 1987



-ERIC_NO- ED288854; -TITLE- New Dimensions in Research on Class Size and Academic Achievement.; -AUTHOR- Bennett, Susan; -LANGUAGE- English; -DESCRIPTORS- Classroom Environment; Elementary Secondary Education; Instructional Effectiveness; Teacher Student Relationship; Academic Achievement; Class Size; Educational Research; Teacher Student Ratio; -ABSTRACT- This synthesis of research on class size provides an overview of the development of class size research, a summary of findings on class size and achievement, and a discussion of factors that interact with class size to influence academic achievment. It is concluded that while the overall research picture offers ample evidence of achievement gains associated with smaller class size, this relationship is complicated by mediating process variables. It is suggested that class size is but one of several factors that, in combination, affect student achievement. Efforts to reduce class size should begin with analyses of how, within a given school or subject area, the manipulation of class size might improve student-teacher interaction. Fifty-five references and a 20-item supplementary bibliography are appended. (CB); -GEOG_SOURCE- "U.S.; Wisconsin"; -CLEARINGHOUSE_NO- SP029633; -INSTITUTION_NAME- National Center on Effective Secondary Schools, Madison, WI.; -PUBLICATION_TYPE- 070; -PUBLICATION_DATE- 1987



-ERIC_NO- ED248517; -TITLE- A Review of Recent Literature on the Effects of Class Size, with Implications for English and Language Arts Instruction.; -AUTHOR- Albritton, Thomas; -LANGUAGE- English; -DESCRIPTORS- Academic Achievement; Classroom Environment; Elementary Secondary Education; Literature Reviews; Performance Factors; Teacher Student Ratio; Class Size; Educational Research; English Instruction; Language Arts; -ABSTRACT- In reviewing recent literature on the effects of class size on instruction and the implications for English and language arts instruction, this compilation gives teachers and educators a thorough list of references. The first 10 pages of the review are devoted to a description of various earlier literature and research reviews on class size and its relation to teacher attitudes, teaching methods, academic achievement, and teacher behavior, among other concerns. The second section reports on studies of class size effect on achievement, and examines several significant debates in defining class size and determining achievement levels. The third section covers studies on class size and its effect on quality, including better teacher-student relationships, individualized instruction, and fewer discipline problems, while the final section details some particularly comprehensive studies, most of which were remarkable because of combinations of thoroughness, control, and content. (CRH); -GEOG_SOURCE- "U.S.; Florida"; -CLEARINGHOUSE_NO- CS208513; -PUBLICATION_TYPE- 070; -PUBLICATION_DATE- 1984



-ERIC_NO- ED245589; -TITLE- Class Size and Achievement among College Students.; -AUTHOR- "Williams, David D.; And Others"; -LANGUAGE- English; -DESCRIPTORS- College Students; Higher Education; Institutional Research; Academic Achievement; Achievement Tests; Class Size; College Instruction; Scores; -ABSTRACT- The relationship between test performance and the size of the class in which instruction occurred was studied at Brigham Young University. The classes prepared students for examinations to meet general education graduation requirements. All test scores from 318 sections representing 27 courses from the fall semester, 1980 were analyzed. Section sizes ranged from 13 to 1,008 students. Sixteen content areas were represented. The findings suggest that at the college level, class size may be a much less important influence on student achievement than previously thought. It appears that increasing class size from current levels of 20 to 40 students up to several hundreds of students may not radically affect college student achievement. It is concluded that decisions concerning class size in colleges and universities should be based on issues other than concern about student achievement (e.g., classroom facilities, course budgets, students' demand for classes). Appendices contain summary statistics for the regression analysis results. (SW); -GEOG_SOURCE- "U.S.; Utah"; -CLEARINGHOUSE_NO- HE017292; -PUBLICATION_TYPE- "143; 150"; -PUBLICATION_DATE- 1984



-ERIC_NO- ED250689; -TITLE- Class Size and Writing Instruction. ERIC Digest.; -AUTHOR- Mier, Margaret; -LANGUAGE- English; -DESCRIPTORS- Academic Achievement; Classroom Environment; Elementary Secondary Education; Teacher Effectiveness; Teaching Conditions; Teaching Load; Class Size; Writing Instruction; Writing Research; -IDENTIFIERS- ERIC Digests; Theory Practice Relationship; -ABSTRACT- Intended for administrators and policymakers as well as teachers, this digest reports on the relationship between class size and writing achievement. The digest first reviews the contradictory findings of class size research, then examines results of meta-analyses of these studies, and subsequent responses. The digest then explores the implications of class size research for writing instruction and what administrators and policymakers can do to reduce class size and teacher workload for composition instruction. (HTH); -GEOG_SOURCE- "U.S.; Illinois"; -CLEARINGHOUSE_NO- CS208645; -INSTITUTION_NAME- ERIC Clearinghouse on Reading and Communication Skills, Urbana, Ill.; -PUBLICATION_TYPE- 071; -PUBLICATION_DATE- 1984



-ERIC_NO- ED237480; -TITLE- Related Research on Class Size.; -AUTHOR- Mayhew, Harry C.; -LANGUAGE- English; -DESCRIPTORS- Classroom Research; Elementary Secondary Education; Teacher Attitudes; Academic Achievement; Classroom Techniques; Class Size; Student Teacher Ratio; Teacher Effectiveness; -ABSTRACT- A bibliographic study was made of current research on class size, providing an historical overview of selected class size studies and a review of conclusions applicable to class size. A central theme which runs through the literature concerning class size reduction is that academic achievement does not necessarily improve when student-faculty ratios are reduced, unless appropriate learning styles and effective teaching styles are utilized. It is evident that no single class size is best for all levels of education and all subjects. A number of factors must be considered, such as subject taught and grade level, when considering the best class size. The literature indicates the need for additional study on class size related to the myriad variables which affect the best class size, particularly studies conducted over a long period of time. (JD); -GEOG_SOURCE- "U.S.; Kentucky"; -CLEARINGHOUSE_NO- SP023304; -PUBLICATION_TYPE- 070; -PUBLICATION_DATE- 1983



-ERIC_NO- ED241491; -TITLE- Class Size and Instruction: A Field Study. Research on Teaching Monograph Series.; -AUTHOR- "Cahen, Leonard S.; And Others"; -LANGUAGE- English; -DESCRIPTORS- Case Studies; Class Organization; Classroom Environment; Classroom Research; Discipline; Grade 2; Grouping (Instructional) Purposes); Primary Education; Student Behavior; Classroom Techniques; Class Size; Research Methodology; Teacher Attitudes; Teaching Methods; -ABSTRACT- A research study was conducted by two teams of researchers who investigated how class size influences teaching and learning. Four second grade teachers participated, two from a rural school in Virginia and two from an urban, inner-city school in California. To understand how the same teachers and students responded to different class size conditions, a design was used allowing the researchers to change class size in the middle of the school year. Part I of this report on the research study includes a chapter on methodology, describing in detail the approach to the study. In part II, a description is given of the school year in Virginia, beginning with a description of the school setting, continuing with a chapter about each of the classes, and concluding with a discussion of what changes took place in instructional methods and student reactions after the class size was changed. Part III presents this same sequence of chapters for the school in California. Part IV presents a synthesis and discussion of results from the two schools. Details are provided about the collection and analysis of data as a comparison of data across sites. Part V offers a discussion on the implications for conducting research for teaching and learning. (JD); -GEOG_SOURCE- "U.S.; New York"; -CLEARINGHOUSE_NO- SP023941; -PUBLICATION_TYPE- "143; 010"; -PUBLICATION_DATE- 1983



-ERIC_NO- ED260827; -TITLE- Class Sizes for Kindergarten and Primary Grades: A Review of the Research.; -AUTHOR- "Helmich, Edith; Wasem, Leighton"; -LANGUAGE- English; -DESCRIPTORS- Achievement; Adjustment (to Environment); Child Development; Classroom Environment; Comparative Analysis; Educational Trends; Individual Differences; Outcomes of Education; State Legislation; State Surveys; Classroom Research; Class Size; Kindergarten; Primary Education; Small Classes; Teacher Student Ratio; -IDENTIFIERS- Florida; Indiana; South Carolina; Illinois; -ABSTRACT- Most teachers and the public believe that children in kindergarten and the primary grades benefit from small classes because of children's need for individualized instruction and teacher attention. This report, part of a comprehensive policy study of early childhood education, presents a review of the research on the effect of class size on student outcomes, including achievement and adjustment to school. Topics covered include the following: (1) child development theory, (2) class size research, (3) a review of practices in South Carolina, Florida, and Indiana (4) a review of current Illinois statutes and practices, and (5) a summary of the findings in terms of policy implications for the Illinois State Board of Education. A review of the mandates for class size in the School Code of Illinois (1983) is given and tables provide comparisons between grades and types of programs. Data on kindergarten/primary class sizes of three selected states, South Carolina, Florida, and Indiana, is highlighted because of the different methods used in these states to achieve lower student/teacher ratios. A table in the appendix summarizes the recommended class sizes for kindergarten through third grade for all fifty states. In conclusion, this review shows that there is general agreement that at the primary grades smaller classses facilitate learning and that class size must be sufficiently small - at least below 20 - for significant benefits. (DST); -GEOG_SOURCE- Illinois; -CLEARINGHOUSE_NO- PS015297; -INSTITUTION_NAME- Illinois State Board of Education, Springfield, Dept. of Planning, Research and Evaluation.; -PUBLICATION_TYPE- "070; 143"; -PUBLICATION_DATE- 1985



-ERIC_NO- ED254958; -TITLE- Trends in Private Schools: School and Class Size Implications.; -AUTHOR- "Johnson, Charles B.; Schneider, Barbara L."; -LANGUAGE- English; -DESCRIPTORS- Catholic Schools; Elementary Secondary Education; Family Attitudes; Family School Relationship; School Choice; School Policy; School Size; School Statistics; Class Size; Educational Trends; Enrollment Trends; Private Schools; Teacher Student Ratio; Trend Analysis; -ABSTRACT- In recent years, there has been an unmistakable trend toward private education. Private school enrollments in almost all affiliations (with the exception of Catholic schools) have increased dramatically since 1965. What is it that private schools are offering that attracts families of all races, ethnic backgrounds, and religious denominations? This study provides one possible answer to this question in a narrow sense--through a trend analysis of school size and pupil teacher ratios. Specifically, the study examined changes in per pupil teacher ratios in private elementary and secondary schools within a 5-year period. Two data tapes obtained from the National Center of Education Statistics showed that private schools had smaller class sizes in 1980 than in 1976 even though their enrollments had increased. One might expect that private schools, tied by continuous financial burdens, would absorb new pupils into existing classes and thus increase their class sizes. However, this apparently has not been the case. This paper discusses trends in class size among private schools and examines the reasons for the willingness of private schools to maintain small class sizes regardless of the financial costs. A 15-item reference list is provided. (Authors/DCS); -GEOG_SOURCE- "U.S.; Illinois"; -CLEARINGHOUSE_NO- EA017626; -PUBLICATION_TYPE- "143; 150"; -PUBLICATION_DATE- 1985



-ERIC_NO- ED261017; -TITLE- The Class Size Question: A Study at Different Levels of Analysis. ACER Research Monograph No. 26.; -AUTHOR- "Larkin, Anthony I.; Keeves, John P."; -LANGUAGE- English; -DESCRIPTORS- Ability Grouping; Elementary Secondary Education; Student Attitudes; Academic Achievement; Class Size; Teacher Student Ratio; Teaching Methods; -ABSTRACT- The purpose of this investigation was to examine the ways in which class size affected other facets of the educational environment of the classroom. The study focused on the commonly found positive relationship between class size and achievement. The most plausible explanation of the evidence seems to involve the effects of grouping more able students in larger classes, but the findings also indicated achievement gains beyond those expected soley from a consideration of differences in achievement levels. It is clear that an increased understanding of these features of the classroom is a necessary step towards sorting out the relationships between class size, teacher activities and student motivation, all of which appear as central themes in the class size question. (JD); -GEOG_SOURCE- "Australia; Victoria"; -CLEARINGHOUSE_NO- SP026233; -INSTITUTION_NAME- Australian Council for Educational Research, Hawthorn.; -PUBLICATION_TYPE- "070; 143"; -PUBLICATION_DATE- 1984



-ERIC_NO- ED252964; -TITLE- Class Size.; -AUTHOR- Ellis, Thomas I.; -JOURNAL_CITATION- "Research Roundup; v1 n2 Apr 1985"; -LANGUAGE- English; -DESCRIPTORS- Administrator Attitudes; Correlation; Cost Effectiveness; Elementary Secondary Education; Literature Reviews; Research Methodology; Teacher Attitudes; Classroom Environment; Class Size; Crowding; Meta Analysis; Small Classes; -IDENTIFIERS- Class Size and Instruction Project; ERIC Clearinghouse on Educational Management; Virginia Beach Schools VA; -ABSTRACT- "After a brief introduction identifying current issues and trends in research on class size, this brochure reviews five recent studies bearing on the relationship of class size to educational effectiveness. Part 1 is a review of two interrelated and highly controversial ""meta-analyses"" or statistical integrations of research findings on class size, by Gene V. Glass and Mary Lee Smith: ""Meta-Analysis of Research on the Relationship of Class Size and Achievement,"" and ""Relationship of Class Size to Classroom Processes, Teacher Satisfaction, and Pupil Affect: A Meta-Analysis."" Part 2 reviews ""An Experimental Study of the Effects of Class Size,"" by Stan M. Shapson, from ""American Educational Research Journal,"" (Spring 1980). Part 3 is a review of ""Early Childhood Education Classroom Evaluation,"" by Jane Stallings and others. Part 4 covers ""Class Size Project 1980-1981: Final Report,"" by Andrew T. Carrington and others. Part 5 is a review of ""Crowding and Classroom Learning"" by David E. Weldon and others, from ""Journal of Experimental Education,"" (Spring 1981). (TE)"; -GEOG_SOURCE- "U.S.; Virginia"; -CLEARINGHOUSE_NO- EA017475; -INSTITUTION_NAME- "ERIC Clearinghouse on Educational Management, Eugene, Oreg.; National Association of Elementary School Principals, Reston, VA."; -PUBLICATION_TYPE- "071; 022"; -PUBLICATION_DATE- 1985



-ERIC_NO- ED254852; -TITLE- How We Might Learn about the Effects of Class Size.; -AUTHOR- Collins, James L.; -LANGUAGE- English; -DESCRIPTORS- Elementary Secondary Education; Small Classes; Class Size; Educational Research; English Instruction; Research Methodology; Research Needs; Teacher Student Ratio; -IDENTIFIERS- National Council of Teachers of English; -ABSTRACT- "The report of the National Council of Teachers of English Task Force on Study of Class Size and Workload in Secondary English Instruction takes the position that class size should be studied by itself and also in conjunction with other variables. It also identifies subject matter and instructional design as types of variables combining with class size to influence what happens in classrooms. In this instance, subject matter refers to course content and instructional design refers to modes and focuses of instruction. In addition, the report recommends both observational research to generate hypotheses and experimental research that tests them to study class size. While the topics and variables for the research called for in the report are many, the basic patterns for the kinds of research it recommends are (1) direct effect--effect of class size on variable ""x,"" which is used as the outcome measure; and (2) mediated effect--effect of class size in conjunction with variable ""x"" (now a mediating variable) on some other outcome measure. (Included in the paper are six examples of research topics and 20 examples of research variables.) (HOD)"; -GEOG_SOURCE- "U.S.; New York"; -CLEARINGHOUSE_NO- CS208802; -PUBLICATION_TYPE- "150; 120"; -PUBLICATION_DATE- 1985