Theoretically justifies that the optimum class size for foreign language instruction is between 5 and 9 students. (DS)

To improve the education offered freshmen and sophomores, this article advises colleges and universities to separate the lower division into a "general college" sponsored by a staff whose sole responsibility is the lower division student. (IR)

Describes how a Wisconsin agricultural journalism course for nonmajors achieves success, despite large enrollments, through a heavy diet of writing exercises, review questions, out-of-class help, and student presentations. (HOD)

The real basics are not the three Rs, rock-hard discipline, or spoon-fed values. Instead, they are strong, capable, well-trained teachers who can work in an enlightened and supportive environment, encouraged by a caring public. (Author)

A survey of state supervisors conducted to determine state policies regarding class size in industrial arts revealed that (1) 16 states have some form of recommendations/guidelines for facilities and (2) 22 of the 36 responding states have guidelines regarding maximum enrollment for industrial arts. (LRA)

Among the variables examined were vocalizing to a child, vocalizing to a teacher, teaching child with approval, physically restraining child, and moving. Among findings were that group size was not significant for children's behavior but was significant for teachers' behavior. (SBH)

This article is condensed from the topical kit, "NEA Focus: Class Size--A Critical Factor in Quality Education." It cites research on the effects of class size on classroom environment, pupil attitudes, and teacher morale. It also discusses the politics of class size and the advantages of small classes. (SJL)

Describes a method for improving engineering student performance in large classes, based on Bloom's four variables for improvement of the educational process, which include time, intelligence, testing, and personality. Describes manipulation of these variables for a more effective undergraduate engineering program. (DS)

Discusses the importance of laboratory safety in science classrooms. Urges middle school teachers to address class size in an effort to establish and maintain a safe working environment. Answers a teacher's question related to having newts and salamanders in the classroom. (SOE)

Presents the results of a study where researchers noted the correct answers on quizzes, returned the quizzes and allowed students to grade them, and noted discrepancies in the scores. Reveals that cheating is unrelated to gender, religion, or overall grade point average, but positively associated with poor performance in class. (MJP)

Urges band directors to restructure school band programs as a basic part of the overall curriculum to gain a more secure position in the schools. Encourages directors to insist on manageable class sizes, to focus on individual student learning, to teach from organized and specific curricula, and to evaluate learning outcomes. (LS)

Overall teaching effectiveness (OTE) was computed from student evaluations of teacher performance in a university business school. Class size, teaching assistants, and perception of class difficulty did not negatively affect OTE, but students' grade expectations had a significant influence. (SK)

A survey of 100 regular classroom teachers found that teacher participation in the mainstreaming process, rather than availability of specific classroom modifications, was an important factor in their accepting elementary-age handicapped students into their classrooms. Of the modifications surveyed, most desired were reduced class size, support…

Given the need for school administrators to exercise fiscal restraint and pare down expenses before recommending tax increases, this article provides information concerning trends in class size, school building renovation, energy economies, teacher and administrator layoffs, and state budgets. (MLH)

The paper describes a model of teachers' attitudes toward integrating children with moderate learning difficulties based on interviews with 550 teachers in Arizona and the United Kingdom. The model has four factors: traumatic experiences with the handicapped, class size, the "what-happened yesterday" factor, and leadership. (Author/DB)