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Direct linkHandal, Boris; Watson, Kevin; Maher, Marguerite – International Journal for Mathematics Teaching and Learning, 2015
This paper explores mathematics teachers' perceptions about class size and the impact class size has on teaching and learning in secondary mathematics classrooms. It seeks to understand teachers' views about optimal class sizes and their thoughts about the education variables that influence these views. The paper draws on questionnaire responses…
Descriptors: Foreign Countries, Mathematics Teachers, Secondary School Teachers, Teacher Attitudes
Download full textKrieger, Jean D. – 2002
This report describes a study designed to discover the nature of teacher-student interactions in regular-size classes with 25 or more students and small-size classes with fewer than 18 students. Eleven public-school primary classrooms were observed, and the interactions between the teachers and students were studied. Verbal and nonverbal…
Descriptors: Class Organization, Class Size, Classroom Environment, Classroom Research
Bain, Helen Pate; Jacobs, Roseanne – Streamlined Seminar, 1990
The impact of class size reduction at the early levels on student achievement in various states is discussed in this report. The Tennessee Student Teacher Achievement Ratio (STAR) study, a statewide longitudinal evaluation of the effects of class size on student achievement and development in primary grades K-3, analyzed demographic and basic…
Descriptors: Academic Achievement, Class Size, Classroom Environment, Elementary Secondary Education
Allwright, Dick – 1989
Relevant research literature does not generally support the notion that class size is a significant variable in learner achievement. This, if true, may be the result of various factors. Although teachers believe that they alter their teaching strategies for different class sizes, this may not be the case. More likely is the possibility that…
Descriptors: Academic Achievement, Class Size, Classroom Environment, Foreign Countries
Crabtree, Vaun C. – 1982
A comparison was made of the verbal praise and criticism behaviors of teachers instructing in different types of classrooms. Fifty-seven teachers were observed in their various seventh and eighth grade classrooms: (1) nonhandicapped, small class size (5-15 students); (2) nonhandicapped, large class size (20 or more students); (3) special (students…
Descriptors: Class Size, Classroom Communication, Classroom Environment, Junior High Schools
