Explains pros and cons of whole-group instruction and ability grouping, based on research evidence. Whole-group instruction is convenient for teaching the same skills or subject to a class, making assignments, administering tests, setting group expectations, and making announcements. Critics contend that whole-group instruction fails to meet…

Examined 1,573 kindergarten children to determine effects of socioeconomic status (SES), kindergarten class size, and prekindergarten experience on early school adjustments. Found that some potentially negative effects associated with SES were ameliorated if the children had prekindergarten experience or were in smaller class sizes in…

Research on reduced class size and student achievement does not indicate substantial benefits from smaller classes. Some studies show actual problems from class size reduction. Research suggests what happens in the classroom regarding achievement more directly relates to other factors. Quality of instruction may be more important than class size.…

Presents a system, Program Sensitive Capacity, by which capacities of schools and classrooms can be calculated. Involves consideration of program characteristics, average class sizes, and scheduling efficiency. (MLF)

Four methods for large group instruction differ in control and coordination dimensions: (1) centralization with mutual adjustment; (2) centralization with standardization; (3) decentralization with standardization; and (4) decentralization with mutual adjustment. Other factors to consider include class size and interests of various constituencies:…

Summarizes evidence for the effects of class-size reduction from experimental and nonexperimental measurements, addresses questions about the robustness of each type of estimate, and suggests hypotheses that could reconcile differences resulting from conflicting evidence. Discusses potential costs and the implications for future research into the…

Budget cuts lead to demands for "teaching smarter," which means larger classes, less student-contact time, more technological delivery, and student self-direction. However, social interaction is essential for learning, and intellectual independence does not happen automatically. Genuine commitment to facilitating adult learning and more…

California's K-3 Class Size Reduction Initiative (1996) called for a 20:1 student-teacher ratio. Passage of this initiative created an unexpected teacher shortage and presented California teacher-education faculties with several dilemmas having long-term implications. When districts hired uncertified student teachers on an emergency-permit basis,…

Summarizes results of a nationwide survey to determine secondary principals' attitudes toward selected aspects of block scheduling. All 69 participants (from 10 states) expressed full support for block scheduling. Many principals expressed concerns about student maturity, sequential course offerings, and time spent on homework. Schedule…

A study of 223 environmental control systems students in summer 1997 and 1998, fall 1997, and spring 1998 indicated that student performance was not correlated with class size. The most statistically significant predictor was academic ability measured by overall grade point average. Gender and academic classification were inversely related to…

Questions positive effects of small classes on student achievement. Describes study using 1998 NAEP reading data to determine whether students in small classes do better than students in large classes. Finds that after controlling for several factors such as gender, students in small classes did no better in reading than students in large classes.…

Argues that education reform cannot be limited to what goes on in the classroom. Contends that innovation does not inevitably lead to change until and unless the innovators take back control over factors exogenous to the classroom, factors such as pre-college selection, outside testing, accreditation requirements, and class size. (Author/WRM)

Elementary, middle school, and high school teachers from Fairfax County Public Schools express their views about reducing class size. Teachers from all grade levels said that reduced class size increased student learning and enhanced their teaching effectiveness, whereas large classes had the opposite effect. Lists four policy recommendations.…

Discusses higher education journalism and mass communications degrees that are starting to be offered online based on experiences at the University of Memphis, the University of Missouri, and the University of Nebraska. Considers class size; possible distance education markets, including international students; and online classes for…

There is significant public policy concern that teacher salaries in the United States are insufficient to make teaching in public schools financially attractive; consequently, there are not enough high-quality teachers. This concern has been particularly acute of late for two reasons. First, new empirical research shows teacher quality to be the…