The purpose of this descriptive phenomenological study was to examine teachers' and students' perceptions of the impact of a semi-departmentalized classroom structure on mathematics teaching and learning in upper elementary grades. Participants were purposefully selected from teachers and students at the selected school, each completing at least…

Teachers in trainable mentally handicapped classes throughout Illinois were surveyed in regard to the type of classroom structure being followed (i.e., self-contained, semidepartmentalized, departmentalized) and also the extent to which their needs and the needs of their children were being met. (Author)

Shows that the incorporation of mainstreaming in inservice education related to reading requires four things: a definition of mainstreaming, the need for teacher flexibility, the need for teacher cooperation, and the identification of relevant curriculum objectives. (RL)

This two-phase study identifies the techniques used by teachers in their classrooms to arouse and maintain the attention and interest of their students (student engagement). During the first phase (reported in another document), 24 third- and fourth-grade teachers and their students in nine elementary schools in low-income communities were the…

Recounts how observation of children who were just beginning to write convinced a teacher that very young children can write, and thus changed the way she taught. (JL)

A survey of 900 Nottinghamshire primary teachers showed that, although they have great freedom in structuring their classes, most of those dealing with children over seven opt for highly traditional teaching methods. Survey results on class organization, class size, use of aides, and preferred instructional materials are summarized. (SJL)

This paper reviews selected research studies of multigrade classrooms in Canada, Finland, eight developing nations (India, Korea, Maldives, Nepal, Thailand, Philippines, Sri Lanka, and Indonesia), and the United States. Based on information about the perceptions of multigrade instruction of principals and teachers, the following issues are…

This report, drawing on data from a teacher survey, summarizes methods for the effective selection of students and teaching strategies for combination classrooms (CC). A CC is defined as having two or more grade levels in one classroom. A total of 256 CC elementary school teachers completed a questionnaire, including participants of a Combination…

This paper examines the methods used in designing school and classroom environments. The tools are labeled: (1) discipline-centered schooling; (2) empirical-naturalistic schooling; and (3) great works schooling. First, the outline endeavors to reveal the essential elements of the three tools that represent images, structures, or "maps" of…

A study was conducted of teachers of disadvantaged children during the 1979-80 school year in Dade County, Florida. The study involved nearly 100 inner city elementary teachers who were identified as being the most effective teachers in their schools. The teachers responded to a lengthy questionnaire which asked very detailed questions about how…

This is an evaluation report on a Title I non-public schools reading skills program that served students in grades 4-8 in New York City in 1979-1980. The program's goal was to provide individualized diagnostic prescriptive reading and writing skills instruction for severely disabled readers. Section one of the evaluation provides a description of…

Eight highly structured fifth- and sixth-grade classrooms were compared with seven less structured classrooms with respect to the degree to which teachers', classmates', and self ratings of ability to read were in agreement. It was suggested that classroom structures may effect perceptions of ability. (CTM)

A research study was conducted by two teams of researchers who investigated how class size influences teaching and learning. Four second grade teachers participated, two from a rural school in Virginia and two from an urban, inner-city school in California. To understand how the same teachers and students responded to different class size…

A study was undertaken to document, through data gathered from surveys, interviews, and observations, the approaches fourth grade elementary school teachers were using to teach reading comprehension. The study focused on the actual teacher behaviors, methods, and materials rather than on what reading methods, texts or basal series' manuals said…

Analyzes teachers' attitudes regarding the value and practicality of adapting their teaching to the needs of heterogeneous classes. Surveys teachers and administrators in five German comprehensive schools. Finds that teachers do not support the view that within-class grouping may be a viable alternative to systems of across-class setting by…