The Question of Class Size. Info-Item Educators Digest/No. 2040.

Institution	Ohio Education Association, Columbus. Instruction and Professional Development Div.; National Education Association, Washington, DC.
Titel	The Question of Class Size. Info-Item Educators Digest/No. 2040.
Quelle	, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Class Activities; Class Size; Classroom Techniques; Creative Teaching; Creative Thinking; Educational Quality; Group Behavior; Individualized Instruction; Student Participation; Teacher Effectiveness; Teacher Morale + Suchen Sie Ihr Suchwort? Schulleistung; Klassengröße; Klassenführung; Creative thinking; Teaching; Kreatives Denken; Unterricht; Quality of education; Bildungsqualität; Gruppenverhalten; Individualisierender Unterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral
Abstract	Studies that conclude that class size makes no difference are based almost entirely on student achievement of cognitive scores, whereas those studies that find class size significant include other important factors such as creativity, decline of learning and behavior problems, better class control, problem-solving and retention, and the amount of opportunity for each child to participate and express himself orally. "Indicators of Quality," an instrument measuring individualization, interpersonal regard, group activity and creativity, has revealed a near perfect linear relationship between class size and quality of the educational process. Generalizations about educational quality drawn from over sixty class size studies, and supported by their data, show that with a small class size: (1) teachers provide a wider variety of instructional methods and learning activities; (2) students benefit from more individualized instruction; (3) students engage in more creative and divergent thinking processes; (4) students learn to function more effectively as group members and leaders; (5) students develop better human relations skills; (6) students learn basic skills better and master more subject matter content; (7) classroom management and discipline are better; (8) teacher attitude and morale are more positive; and (9) student attitudes and perceptions are more positive. Seventy-two documents are cited in the list of references on class size and educational effectiveness. (MB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC