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What Preschool Classroom Experiences Are Associated with Whether Children Improve in Visuomotor Integration?
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Byers, Anthony I.; Cameron, Claire E.; Ko, Michelle; LoCasale-Crouch, Jennifer; Grissmer, David W. – Early Education and Development, 2016
Research Findings: This study examined the contribution of several classroom experience measures (classroom characteristics, teacher characteristics, and teacher-child interactions) to preschoolers' improvement in visuomotor integration. Children (N = 467) ranged in age from 3 to 5 years old and were enrolled in 115 classrooms in 5 U.S. states.…
Descriptors: Preschool Children, Preschool Education, Psychomotor Skills, Visual Perception
How Consistent Are Class Size Effects?
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Konstantopoulos, Spyros – Evaluation Review, 2011
Thus far researchers have focused on computing average differences in student achievement between smaller and larger classes. In this study, the author focus on the distribution of the small class effects at the school level and compute the inconsistency of the small class effects across schools. The author use data from Project STAR to estimate…
Descriptors: Class Size, Small Classes, Effect Size, Mathematics Achievement
Are There Additional Benefits from Being in Small Classes for More than One Year?
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Konstantopoulos, Spyros; Li, Wei – Educational Research and Evaluation, 2012
Evidence from Project STAR has suggested a considerable advantage of being in small classes in early grades. However, the extra benefits of additional years in small classes have not been discussed in detail. The present study examined the additional effects of being in small classes for more than 1 year. We find that once previous grade…
Descriptors: Small Classes, Evidence, Early Childhood Education, Longitudinal Studies