Teacher motivation, class size, type of school (administrative arrangement), and instructional facilities available had little differential influence on student achievement in the trials of the Nuffield A-Level Biology course. The mean achievement of the students in the schools tended to reflect the general calibre and aspirations of past and…

This paper is concerned with the kindergarten as an educational institute and is part of a larger survey of the literature... on all aspects of the child's development as affected by the kindergarten experience. (Author)

A discussion of the rewards and alarms for English teachers during the past decade. (SW)

Cites the literature comparing the effectiveness of large-class vs. small-class instruction and offers suggestions for handling large enrollment classes. (AEA)

Reports on research that raises questions about traditional teaching formats used in writing instruction. Notes the effects of reducing class size--even at the cost of reducing course length. Urges more study of the patterns and rates of growth of different student populations. (RL)

The relationship between class size and school achievement is investigated in this "meta-analysis" of the class size literature. In addition, some methodological considerations of meta-analysis are discussed. (JKS)

Conclusive research has shown the benefits of small class size (1:15), especially for primary grades. Large-scale projects in Indiana and Tennessee and numerous smaller studies found that youngsters in small classes obtain higher test scores, participate more eagerly, demonstrate improved behavior, and retain these benefits in later schooling…

William Massy and Robert Zemsky's concept of decision-making norms holds promise as a tool to support modeling of economic choices within educational organizations. The concept's practical value would be affirmed by analyzing how economies are achieved through delegating routine decisions to administrators; developing criteria for determining…

Examines the impact of class size on decisions to remain in school beyond age 16, estimating the effect of class size at age 16 on wages at ages 23, 33, and 42 via the effect on the school continuation decision. Overall, class size has a significant effect on the decision to stay in school. The effect of staying on is very positive for wages. (SM)

Discusses strategies for managing and monitoring large English-as-a-Foreign-Language classes. Highlights the use of photo roll cards, a variation of a standard roll book that includes a snapshot of each student. They are useful to the teacher for identifying students and can be used in a variety of other ways. (Author/VWL)

Identified the effects of reform initiatives on teaching, assessment, and homework practices. Surveys of teachers involved in reform projects indicated that reform significantly related to teaching approach, which mediated between reform and assessment and homework practices. There were significant links between grade level taught and homework…

Uses student scores on Third International Mathematics and Science Study (TIMSS) in 18 countries to examine the relationship between class size and student achievement. Finds that with the exception of two countries--Greece and Iceland--reduction in smaller class had no effect on test scores. Suggests that class-size effect is related to teacher…

Examined the relationship between school system financial and demographic data and student achievement in the science section of the 1998 Tennessee statewide Terra Nova tests. Results indicate that while many schools had science scale score achievement higher than expected based on system demographics, others should examine a variety of…

Reviews the National Science Education Standards for science classrooms and gives examples of practice in the following areas: overcrowding, class size, individual workspaces and workstations, teacher preparation, discipline, hiring practices, scheduling, safety audits, and facilities and equipment. (Contains 44 references.) (SK)

Announces the American Association of School Administrators annual awards for original research of direct interest to practicing administrators. The 1989-90 awards went to Edie L. Holcolm for research on support for new principals; Lou Ann Dickinson for a study involving student achievement and career ladders; and C.M. Achilles for work on class…