Proposes that specific programs of study, rather than school size, be used as the unit of analysis in assessing educational costs. (WM)

Eight of the hypotheses supported by the Harvard data were again supported in the Montreal sample, though only two of the replications reached statistical significance. (Authors)

The lecture-script/assignment method can replace the lecture, freeing time for students' active participation in group discussion. (IR)

Some federal guidelines for boosting utilization; descriptions of two recently completed vocational facilities that incorporate advanced ideas. (Author)

Relationship of tuition, faculty size, compensation, work load and class size. (Editor)

Argues that the acquisition of language habits is in itself insufficient for the true mastery of a language and demonstrates how buzz groups can be used to induce students to communicate with each other by employing newly learned structures. (Author/FB)

This survey reviewed 140 studies of the effects of class size on student cognitive and affective learning. Results of key studies are highlighted, making a case for smaller classes. Suggestions are made for further research on the emotional/psychological impact of class size on students and teachers. (SJL)

This heuristic study attempts to determine the practicality of applying a cost effectiveness analysis to educational services. Two research techniques are proposed in the analysis of the provision of "A level" courses in four British educational institutions. (AM)

Adequate grading of student compositions in large classes makes inordinate demands on the English teacher's time. To convince administrators to reduce teaching loads, teachers need familiarity with research supporting the instructional advantages of smaller classes and closer attention, and with opposing research. (An extensive annotated research…

Academic communities are under intense pressures to balance expenditures with income. Strategies are offered here to increase productivity drawn from the experiences of the University of New Haven. Emphasis is on revenue-cost ratios, class size, and faculty teaching schedules as primary factors in productivity improvement. (Editor/LBH)

Presents a utility model for academic department decision making and describes the structural specifications for analyzing it. The model confirms the class-size utility asymmetry predicted by the authors' academic rachet theory, but shows that marginal utility associated with college teaching loads is always negative. Curricular structure and…