Class size
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Class size review of the literature and selected annotated bibliography by Stan Gajewsky

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Published by McGill University in Montreal .
Written in English

Subjects:

  • Class size.

Book details:

Edition Notes

Bibliography: leaves 48-58.

Statementprepared by Stan Gajewsky under the supervision of Bruce M. Shore.
SeriesReports in education ;, no. 2
ContributionsShore, Bruce M.
Classifications
LC ClassificationsLB3013.2 .G34
The Physical Object
Pagination58 leaves ;
Number of Pages58
ID Numbers
Open LibraryOL4612353M
LC Control Number77376176

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This book provides a timely examination of the effects of class size reduction (CSR) on teaching and learning processes. It represents a departure in that the research covered focuses solely on the relationship between CSR and effective teaching in real secondary school classrooms. When we speak of small class sizes, that usually means 20 students or under for elementary school classrooms and 20 to 25 students for high schools classrooms. The concept of using small class sizes to boost academic achievement and to solve classroom management woes is a popular one with parents, educators, and politicians.   For example, with 80 students in a two-classroom 3rd grade, class size will be 40, but with 81 students it will be The researchers find positive effects of smaller fourth- and fifth-grade. Children can explore important math concepts through vivid photographs and engaging text. This book covers several sports and engages children in counting, subtracting and much more. Big book has 16 pages and measures 15"W x 21"H.

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Finding an unequivocable answer to the class size issue is vitally important to the future of American public education. Sorting out conflicting viewpoints and determining supportable conclusions are this report's primary purpose. Three factors--research motivation, the effects of confounding variables, and problems related to distinguishing between student achievement and other classroom Cited by:   Approved April NCTE has long-established positions on class size for English language arts teachers. In it adopted a policy that secondary teachers of English should teach a maximum of students per day, and that elementary teachers should have a comparable load. The idea of smaller class sizes is strongly supported by teachers and the general public. A national survey of 50, Americans found that reducing class sizes was perceived to be the best way to reform schools. And yet when public budgets are tight, class sizes are quick to grow. California’s class size cap increased substantially following. For the most part, class size is only one variable among a number of important variables affecting learning. These include student and teacher characteristics, the instructional program and its goals, the subject matter being taught, the reasons for altering class size, and economic factors.