Observing Life in Small-Class Size Classrooms.

Autor/inn/en	Harman, Patrick; Egelson, Pauline; Hood, Art; O'Connell, Debbie
Titel	Observing Life in Small-Class Size Classrooms.
Quelle	(2002), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Class Size; Classroom Environment; Elementary Education; Interpersonal Relationship; Small Classes; Teacher Student Relationship; Teaching Methods; Time on Task; North Carolina + Suchen Sie Ihr Suchwort? Schulleistung; Klassengröße; Klassenklima; Unterrichtsklima; Elementarunterricht; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitaufwand
Abstract	This study examined the impact of smaller class size on elementary student achievement, focusing on types of instructional strategies utilized, student time on task, academic focus of the classroom, and types of interactions between teachers and students and between students and students. Two long-term class size reduction sites in North Carolina were used for the evaluation. Researchers used three different observation instruments, including the School Observation Measure, an observation instrument that categorized teacher-student interactions, and an instrument that examined instructional practices, student groupings, support materials, teacher-student interactions, and classroom climate. Data analysis indicated that student time on task and academic focus were consistently high at these two sites. While direct instruction was the most common instructional strategy observed, teacher-student interactions in the form of teacher as coach and instructional feedback were also frequently observed. Smaller classrooms appeared to be supportive environments for student learning. They had a relaxed atmosphere, and teacher and student familiarity with one another extended beyond the classroom. (Contains 10 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC