Class-Size Research from Experiment to Field Study to Policy Application.

Autor/inn/en	Nye, B. A.; und weitere
Titel	Class-Size Research from Experiment to Field Study to Policy Application.
Quelle	(1993), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Class Size; Elementary School Students; Longitudinal Studies; Primary Education; Public Schools; Student Development; Teacher Role; Teacher Student Ratio + Suchen Sie Ihr Suchwort? Klassengröße; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Primarbereich; Public school; Öffentliche Schule; Lehrerrolle; Lehrer-Schüler-Relation
Abstract	A 4-year longitudinal study in Tennessee, called the Student-Teacher Achievement Ratio (STAR) Project, examined the effects of class size on student achievement in kindergarten through grade 3. More than 6,000 students from 75 schools in 42 school systems were included in the study. There were three class sizes: small class (13-17 students), regular class (22-26 students), and regular class with a full-time teacher aid. The study found that students in small classes improved more than students in larger classes. Gains children made in kindergarten were maintained through grade 3. Analyses show that class size had an effect in all locations. However, the presence of a teacher aid did not show an effect. The Lasting Benefits Study (LBS) followed STAR students through grade 4 and grade 5 to determine the lasting effects of early small-class involvement. Students who were in STAR small classes in grade 3 were more advanced statistically and educationally and had higher school participation measures than students who were in regular classes. Another study, Project Challenge, provided incentives for class-size reduction in 17 Tennessee counties (1990-1992). Preliminary results show small-class students gained in reading and mathematics levels. Tables and appendices on data-collection methods and results are included. (Contains 32 references.) (Author/JPT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC