Florida's Class Size Amendment and Co-Teaching: An Uneasy Partnership

Autor/inn/en	Sutton, Lenford C.; Jones, Phyllis; White, Julia
Titel	Florida's Class Size Amendment and Co-Teaching: An Uneasy Partnership
Quelle	In: Educational Considerations, 36 (2008) 1, S.17-20 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-9282
Schlagwörter	Educational Strategies; Class Size; School Restructuring; Educational Change; School Business Officials; Cost Effectiveness; Team Teaching; Educational Policy; Policy Analysis; Change Strategies; Instructional Innovation; Teaching Methods; Florida + Suchen Sie Ihr Suchwort? Lehrstrategie; Klassengröße; Schulreformplan; Schulumwandlung; Bildungsreform; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Teamteaching; Politics of education; Bildungspolitik; Politikfeldanalyse; Lösungsstrategie; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	For nearly four decades, school finance has become progressively more central in school reform efforts aimed at improving student performance. At the same time, the focus of many school business officials and policymakers has turned to efficient uses of current resources in lieu of uniform increases in school funding. With regard to improving student achievement, class size reduction has become a popular state policy tool, but it remains one of the more costly education reforms, given the need to hire additional teaching personnel and provide additional classrooms. However, if co-teaching were allowed, capital costs associated with new classroom space could be reduced, or even eliminated. Given the popularity of class size reform, costs for implementation, and fiscal concerns of school business officials and policymakers, this article brief reviews the literature on the efficacy of class size reduction, describes the context of Florida's adoption of a Class Size Amendment, and examines the benefits and challenges related to co-teaching instructional strategies. The final section discusses implications for other states considering class size reform. (Contains 38 endnotes.) (ERIC).
Anmerkungen	Kansas State University, College of Education. 1100 Mid-Campus Drive, 006 Bluemont Hall, Manhattan, KS 66506. Tel: 785-532-5525; Fax: 785-532-7304; e-mail: edcoll@ksu.edu; Web site: http://coe.ksu.edu/EdConsiderations
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10