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Peer reviewedBarroso, Cristina S.; McCullum-Gomez, Christine; Hoelscher, Deanna M.; Kelder, Steven H.; Murray, Nancy G. – Journal of School Health, 2005
School-based programs offer an efficient means of promoting the health of a large number of children. The Coordinated Approach to Child Health (CATCH) program was designed to decrease risk factors for chronic disease in elementary school children and includes separate coordinated interventions for child nutrition services, physical education (PE),…
Descriptors: Elementary School Students, Child Health, Risk, Nutrition
Direct linkAllhusen, Virginia; Belsky, Jay; Booth-LaForce, Cathryn L.; Bradley, Robert; Brownwell, Celia A; Burchinal, Margaret; Campbell, Susan B.; Clarke-Stewart, K. Alison; Cox, Martha; Friedman, Sarah L.; Hirsh-Pasek, Kathryn; Houts, Renate M.; Huston, Aletha; Jaeger, Elizabeth; Johnson, Deborah J.; Kelly, Jean F.; Knoke, Bonnie; Marshall, Nancy; McCartney, Kathleen; Morrison, Frederick J.; O'Brien, Marion; Tresch Owen, Margaret; Payne, Chris; Phillips, Deborah; Pianta, Robert; Randolph, Suzanne M.; Robeson, Wendy W.; Spieker, Susan; Lowe Vandell, Deborah; Weinraub, Marsha – Developmental Psychology, 2004
This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were…
Descriptors: Teaching Methods, Group Activities, Literacy, Family Income
Dibiase, David; Rademacher, Henry J. – Journal of Geography in Higher Education, 2005
This article explores issues of scalability and sustainability in distance learning. The authors kept detailed records of time they spent teaching a course in geographic information science via the World Wide Web over a six-month period, during which class sizes averaged 49 students. The authors also surveyed students' satisfaction with the…
Descriptors: Internet, Information Science Education, Web Based Instruction, Student Attitudes
Barrett, M. Scott; Bornsen, Susan E.; Erickson, Sheri L.; Markey, Vern; Spiering, Kerri – Communication Teacher, 2005
Although large class sizes are nothing new, they are becoming more widespread, even though many studies show affective, cognitive, and behavioral learning decreases as the physical distance between students and instructor increases; moreover, immediacy, defined as the directness of interaction between people, is also often diminished as class size…
Descriptors: Feedback (Response), Class Size, Student Attitudes, Interaction
Waldeck, Jennifer H. – Communication Education, 2006
"Personalized education" has become a buzzword in the academic community--on both small, private liberal arts campuses and at large, publicly funded research universities. Personalized education is viewed by many faculty, administrators, and researchers as accomplishing a number of important objectives. Despite the many promises of personalized…
Descriptors: Individualized Instruction, Educational Practices, Educational Strategies, Coping
Pedder, David – Oxford Review of Education, 2006
Twelve years ago Blatchford and Mortimore's authoritative review of class size research appeared in this journal. They concluded that a major problem with class size research was the lack of detailed studies of complex classroom processes that might mediate class size effects on pupils' learning. This article reviews two UK class size reviews and…
Descriptors: Class Size, Classroom Environment, Foreign Countries, Statistical Analysis
Ferguson, Ronald F. – Journal of Staff Development, 2006
In most discussions of "what works" in education, the focus is on rules (such as class size limits) or on programs and their various components. These are clearly important. No matter what the reform, implementation is key. This article discusses five challenges to achieving and sustaining social and intellectual engagement in implementing…
Descriptors: Professional Autonomy, Educational Change, Class Size, Faculty Development
Educational Research Service, Arlington, VA. – 1978
Most teachers believe that class size is an important factor influencing the achievement and personal development of students and that it deserves high priority in educational policy-making. Most administrators too believe that class size is important, but are faced with the dilemma of balancing the costs required to maintain small classes with…
Descriptors: Arbitration, Board of Education Role, Class Size, Collective Bargaining
Download full textLauren B. Resnick; Chris Zurawsky – American Educational Research Association (AERA), 2003
Most education research has confirmed that small classes yield benefits. Research also has revealed nuances about how and when small classes will work best, where an investment will result in maximum return, and exactly how many students a "small" class should have. The details of these findings can help policymakers strike a practical…
Descriptors: Class Size, Small Classes, Educational Environment, Low Achievement
Ballantine, Jeanne H., Ed.; Spade, Joan Z., Ed. – SAGE Publications (CA), 2007
This third edition, now published by Pine Forge Press, features original readings and article excerpts by leaders in the area of Sociology of Education. With a wide array of theoretical perspectives, a broad range of respected sources, and inclusion of both classic and contemporary studies, this comprehensive, integrated text addresses key issues…
Descriptors: Ethical Instruction, Urban Schools, Charter Schools, Class Size
Wadsworth, Deborah; Remaley, Michael Hamill – Educational Leadership, 2007
Public opinion surveys conducted by Public Agenda confirm that parents, students, and educators from diverse ethnic groups share the same fundamental aspirations for education and agree on the basic reforms needed in schools. The author, a senior advisor for Public Agenda, describes survey findings that suggest that all groups see education as the…
Descriptors: Ethnic Groups, Public Opinion, Surveys, Academic Achievement
Ready, Douglas D.; Lee, Valerie E. – Brookings Papers on Education Policy, 2007
Young children's learning--and how their learning is distributed by social background--may be influenced by the structural and organizational properties of their school. This study focuses on one important structural dimension of these educational contexts: "size." This study differs from extant studies linking size to student outcomes in four…
Descriptors: Class Size, Instructional Program Divisions, Academic Achievement, School Size
Kim, James S. – Brookings Papers on Education Policy, 2007
Social science research suggests that reducing class size has its largest effects on the achievement of minority and inner-city children during the first year of formal schooling. Despite scholarly disagreements about the implications of specific studies on class size, economists generally agree that targeted class-size policies rest on stronger…
Descriptors: Social Science Research, Class Size, Educational Change, Educational Policy
Rose, Richard; Kaikkonen, Leena; Koiv, Kristi – International Journal of Special Education, 2007
This paper presents the findings from research conducted with two samples of teachers from Estonian Vocational Schools. The first sample comprised a group of teachers who had received professional development directly related to the management of students with special educational needs in vocational education settings. Their attitudes and…
Descriptors: Vocational Schools, Educational Needs, Inclusive Schools, Disabilities
Kizildag, Ayse – International Electronic Journal of Elementary Education, 2009
Teaching English in Turkey has its own potential problems due to the lack of authentic language input. Turkey is a foreign language context. This hinders learners in their mastering English in a short time. Moreover, other problems caused by poor instructional planning contribute to this process negatively. With these potential hindrances, the…
Descriptors: Foreign Countries, English Curriculum, English Instruction, English (Second Language)
