The survey examined the current status of special education programing for emotionally disturbed children as required, permitted, and/or prohibited by laws or regulations in each state, and as seen by the state directors of special education or their specialists in this area. These officials in each state completed questionnaires concerned with…

This manual contains procedures for evaluating and projecting the requirements for classroom and class laboratory facilities. Some of the limitations of typical utilization studies are discussed, suggestions made for their improvement, and basic factors related to the establishment of utilization criteria are presented. (For related documents, see…

A diagnostic review of reading achievement in the first three grades of the South East Education Development (SEED) project is presented. Comparisons are made with the 1969-1970 SEED data, which is considered baseline. The findings indicated that: (1) no significant difference existed in the pooled attendance for each grade between two successive…

TEXAS STATE STANDARDS FOR SPECIAL CLASSES FOR MINIMALLY BRAIN-INJURED CHILDREN INCLUDE STUDY OF THE CHILD BY A PLACEMENT COMMITTEE AND A PSYCHOLOGICAL REEVALUATION OF THE CHILD EVERY 3 YEARS. CRITERIA FOR ADMISSION TO SPECIAL EDUCATION CLASSES AND MINIMALLY BRAIN-INJURED CLASSES, INSTRUCTIONS FOR ESTABLISHING AND OPERATING SPECIAL EDUCATION…

This study was intended mainly to examine the effects of class size on the reading and mathematics achievement of first graders and also to determine the effects of teacher inservice training on student achievement. Data were gathered from 25 pairs of first-grade classes from 23 South Carolina school districts. Each pair of classes was made up of…

Educators and educational policy-makers frequently resort to three strategies for improving student achievement and for improving the quality of the learning environment in schools: (1) reducing the number of students per class, (2) revising the use of school space, and (3) revising the schedule of student and teacher time. These reviews of…

Studied a group of high school biology, chemistry, and physics classes; concluded that there was no relationship between scientific attitudes and class size, but there was a significant improvement in achievement in smaller groups. (MLH)

Discusses the results of a meta-analysis of the research that has been conducted on the effects of class size on achievement and then outlines a program that is going to field test hypotheses on the subject. (IRT)

Examines a three-tiered class structure: a mass lecture followed by small group instruction followed by student-directed discussion sessions. Course evaluations by staff and students were generally favorable to this approach. Discusses the design of other economically efficient educational processes. For journal availability, see SO 506 073. (JK)

A personalized system of instruction for very large enrollment courses involves (1) development of a central instructional facility, and (2) recasting of text content into an interactive videotape format to provide continual feedback. (Author/AV)

A study tested the effectiveness of an undergraduate student as the principal instructor in a small-group psychology class. Students of the undergraduate instructor expressed positive attitudes about their course, whereas students in the larger control group were less positive about their course and instructor. Possible reasons for the differences…

Examines some disturbing tendencies in curriculum content and descion-making. Argues that a rigorous, neoconservative back-to-basics program, coupled with use of corporate school management models, is not the answer. Excessive standardization could increase the dropout rate and cause the deskilling of teachers. Societal influences need to be…

Reports on the cost-effectiveness of four educational interventions and their effectiveness in raising student achievement in mathematics and reading. Research shows that tutoring yields the best results. (MD)

A year-long "Colloquia on Schooling" at Harvard Graduate School of Education featured Theodore Sizer, who chaired "A Study of High Schools." A response to Sizer's remarks and recommendations for high school reform are presented. Skills developed and expressed in action, not words, are discussed. (MLW)

Research on class size during the past decade indicates that dramatically smaller classes significantly improve student performance, do not encourage adoption of drastically different teaching methods, and lead to increased student-teacher contact. Other research suggests techniques for working with small groups and for reorganizing school…