A study examined the effects of recency of teacher training (in the implementation of set induction techniques) and class size on high school student achievement and on short-term and long-term retention. Results are reported and presented in tabular form. (CJ)

The author examines four categories of context variables (teacher characteristics, school policy and organization, instructional setting, and student characteristics) relating to teaching and learning in studies of teacher effectiveness, and argues that, by identifying contextual constraints within which teachers make decisions, teachers will be…

The author examines some of the negative effects that budget cuts and resulting increases in class size can have on the elementary teacher's ability to provide adequate instruction. (SJL)

The responses to questions of class size, degree requirements, starting salaries, and teaching load from 156 academic institutions involved in foreign language teaching are revealed. These may be benchmarks for evaluating and improving programs nationwide. (PMJ)

Discusses a study undertaken to determine variables influencing student ratings of college level courses in psychology. Findings indicated that student ratings reflect many variables other than teacher ability, including class size and student major. Suggests that the sole use of student ratings to evaluate teaching effectiveness is questionable,…

Class size and teaching methods as they affect each other are examined. The theory of class size and ways of determining when small classes are needed are discussed as well as how these factors affect educational goals. (PHR)

Describes study which indicates that large class size is not detrimental to retention performance in introductory economics classes. Variables examined include class size, method of instruction, cognitive levels of learning, pre- and post-test scores, grade in the course, class, SAT scores, and student attitude. (KC)

Review of tracking research reveals a small number of well-designed studies with equivocal results. The Tennessee Class Size Study demonstrates convincingly that student achievement is better in smaller K-3 classes and the effect continues later in regular-sized classes. More randomized, controlled field trials such as this are needed. (SK)

A study of 288 undergraduates enrolled in 17 telecourses determined that students attending class sessions with fewer students reported being more satisfied with the courses and were more likely to perform at levels exceeding their previous academic performance than students attending larger sessions. Discusses the practical and theoretical…

The relative magnitude of teacher effects on student achievement was examined considering effects of classroom heterogeneity, student achievement level, and class size on academic growth in the context of the Tennessee Value-Added Assessment System. Results show teacher effects to be dominant factors affecting student gain. (SLD)

Investigates the effects of student characteristics, class structure, and instructor characteristics on additional economics course selections made by students taking economics principles classes over a three year span at Florida State University (Tallahassee). Concludes that students' characteristics and preferences help to determine their choice…

The extent of truancy, dropout, and grade repetition in 36 Dutch secondary schools was correlated with contextual variables such as school size, class size, and percentage of non-Dutch pupils. Multiple regression showed that numbers of non-Dutch pupils and average class size were of importance regarding the extent of truancy. (SK)

Thirty-nine states provided guidelines on student-teacher ratios for mildly handicapped students receiving special education services. Extreme variation was found in state recommended ratios and how ratios were defined. Ratios varied by special needs category, level of service, grade level, and age range; some states used weighted mathematical…

School districts are increasingly instituting kindergarten retention policies and establishing readiness and pre-first-grade transition programs. Using readiness tests to classify, promote, and retain children is inappropriate and costly. Various high stakes tests are reviewed and alternative strategies suggested. Includes 18 references. (MLH)

Statistical analyses of class size influences on student achievement generally lack a solid theoretical foundation. This paper uses the assumptions and methods of economic theory to study "rational" teacher behavior and prove that increasing class size reduces student achievement. Although the suggested model is elementary and simplified, it lays…