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Pow, Jacky; Wong, Marina – Journal of Education and Training Studies, 2017
It is commonly believed that small class teaching can greatly enhance student learning because the individual needs of each student can be better addressed, the students can learn more through more innovative and flexible teaching methods and the students have more time to interact with each other and to gain feedback from their teachers. Although…
Descriptors: Small Classes, Curriculum Implementation, Work Environment, Performance Factors
Krasnoff, Basha – Northwest Comprehensive Center, 2015
States and districts have the flexibility to creatively use Title II, Part A funds to address teacher quality issues. Currently, three strategies predominate--class size reduction, professional development, and recruitment, induction, and retention of highly qualified teachers. Each strategy is implemented with the intention of improving teaching…
Descriptors: Class Size, Professional Development, Teacher Recruitment, Beginning Teacher Induction
Fox, Joanne; Birol, Gülnur; Han, Andrea; Cassidy, Alice; Nakonechny, Joanne; Berger, Jim; Peacock, Simon; Samuels, Lacey – Collected Essays on Learning and Teaching, 2014
The First Year Seminar in Science (SCIE113) was developed during 2009/2010 academic year through an exemplary collaboration between faculty, administrators and educational support staff in the Faculty of Science at the University of British Columbia (UBC). SCIE113 reflects the vision and values of the Faculty of Science and UBC by offering an…
Descriptors: Foreign Countries, Science Education, First Year Seminars, Educational Experience
Konstantopoulos, Spyros; Sun, Min – School Effectiveness and School Improvement, 2014
Teachers spend most of their time in school in classrooms, and their instruction and teaching practices may be affected by classroom context such as class size. We examine whether teacher effects interact with classroom context such as class size. Specifically, we seek to determine whether teacher effects are more pronounced in small classes than…
Descriptors: Small Classes, Teacher Effectiveness, Class Size, Effect Size
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Vaag Iversen, Jon Marius; Bonesrønning, Hans – Education Economics, 2013
This paper uses data from the Norwegian elementary school to test whether students from disadvantaged backgrounds benefit from smaller classes. The data cover one cohort of fourth graders who have been treated in small versus large classes for a period of three years. The Norwegian class size rule of maximum 28 students is used to generate…
Descriptors: Disadvantaged, Class Size, Small Classes, Grade 4
Dieterle, Steven – ProQuest LLC, 2012
Prior research has established the potential for achievement gains from attending smaller classes. However, large statewide class-size reduction (CSR) policies have not been found to consistently realize such gains. A leading explanation for the disappointing performance of CSR policies is that schools are forced to hire additional teachers of…
Descriptors: Economics, Class Size, Small Classes, Teacher Effectiveness
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Shin, Yongyun – Journal of Educational and Behavioral Statistics, 2012
Does reduced class size cause higher academic achievement for both Black and other students in reading, mathematics, listening, and word recognition skills? Do Black students benefit more than other students from reduced class size? Does the magnitude of the minority advantages vary significantly across schools? This article addresses the causal…
Descriptors: African American Students, Class Size, Recognition (Achievement), Causal Models
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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
Ceci, Stephen J.; Konstantopoulos, Spyros – Chronicle of Higher Education, 2009
Many studies have shown the benefits of smaller class sizes--including random experiments like the Student Teacher Achievement Ratio Project conducted in 79 elementary schools in Tennessee, which assigned children to either small or regular-size classes, as well as large-scale analyses of small and large classrooms that have occurred naturally.…
Descriptors: Class Size, Achievement Gains, Small Classes, Academic Achievement
McCombs, Jennifer Sloan; Augustine, Catherine; Schwartz, Heather; Bodilly, Susan; McInnis, Brian; Lichter, Dahlia; Cross, Amanda Brown – Education Digest: Essential Readings Condensed for Quick Review, 2012
During summer vacation, many students lose knowledge and skills. By the end of summer, students perform, on average, one month behind where they left off in the spring. Participation in summer learning programs should mitigate learning loss and could even produce achievement gains. Indeed, educators and policymakers increasingly promote summer…
Descriptors: Academic Achievement, Achievement Gains, Summer Programs, Achievement Gap
Holcombe, Amy – Principal Leadership, 2009
This article describes a multifaceted program that improves the mathematics instruction in a school district's 10 lowest-performing schools. This program includes seven support components--including monetary incentives for teachers, professional development, education technology, and reduced class sizes. After three years, results show that the…
Descriptors: Academic Achievement, Educational Technology, Mathematics Teachers, Mathematics Instruction
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Jepsen, Christopher; Rivkin, Steven – Journal of Human Resources, 2009
This paper investigates the effects of California's billion-dollar class-size-reduction program on student achievement. It uses year-to-year differences in class size generated by variation in enrollment and the state's class-size-reduction program to identify both the direct effects of smaller classes and related changes in teacher quality.…
Descriptors: Class Size, Reading Achievement, Economically Disadvantaged, Academic Achievement
Bain, Helen Pate; Achilles, C. M. – Phi Delta Kappan, 1986
The education reform movement has fostered renewed interest in class size. Tennessee and Indiana experiments with smaller class size in primary grades have yielded improved student behavior and achievement scores. Tennessee's new Student-Teacher Achievement Ratio Project (STAR) is a longitudinal study furthering research on small class benefits.…
Descriptors: Achievement Gains, Class Size, Instructional Innovation, Primary Education
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Magnuson, Katherine A.; Ruhm, Christopher; Waldfogel, Jane – Early Childhood Research Quarterly, 2007
Using rich longitudinal data from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K), we find that children who attended preschool enter public schools with higher levels of academic skills than their peers who experienced other types of child care (effect size of 0.14). This study considers the circumstances under which the…
Descriptors: Young Children, Reading Instruction, Outcomes of Education, Preschool Education
Boyd-Zaharias, Jayne; Pate-Bain, Helen – Phi Delta Kappan, 2008
Low achievement and high dropout rates among poor and minority students continue to plague U.S. society. While much attention over the past quarter century has focused on reforming the schools these students attend, little or no progress has been made in actually closing the achievement gaps or reducing the number of dropouts. Why? Aren't…
Descriptors: Dropout Rate, Economically Disadvantaged, Low Achievement, Educational Quality
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