Educational research has provided evidence about the effectiveness of small classes. Overall, research suggests that teachers in small classes find more time for individualized instruction, and that they find more opportunities for enrichment and curriculum changes. Most of the changes seem to have occurred because easing the constraints of a…

With regard to administration, three types of schools for mentally defective children are represented in this report: State institutions, private institutions, and city day schools. This bulletin covers the following topics: (1) Types of schools represented; (2) Number of schools reporting; (3) Instructors; (4) Assistants; (5) Enrollment in…

The need to explore the extent to which student evaluation of teachers is subject to instructor manipulation is suggested. Comment is made concerning possible impact on teacher ratings of sections sizes, scheduling of classes during odd hours, the type of material taught, and whether or not the course is required. (SM)

An experiment with large and small groups of students in mathematics and language arts. (Editor)

Four variables were tested for their influence on the holding power of 32 high schools in Israel: (1) level of disadvantaged students; (2) school attractiveness and class size; (3) teacher's educational level; and (4) school dropout rate. Correlations were found between level of disadvantaged students and school attractiveness, and between teacher…

Study investigated relationship between class size and end-of-semester evaluation ratings. Size was most highly related to Group Intimacy/Interaction ratings. (Author)

A brief review of factors to consider in assigning a handicapped child to a regular classroom. (SJL)

To clarify the New Jersey State Department of Education's compensatory education requirements, the Instruction Committee of the New Jersey Education Association (NJEA) submitted a list of 12 questions to the Department's Office of Compensatory Education. This article contains the Department's answers to 7 questions and the Instruction Committee's…

University faculty responding to the Faculty Orientation Toward Grading Inventory expressed a norm-referenced orientation; community college faculty expressed a self-referenced orientation. Four year college faculty unexpectedly least favored grading overall. A fourth attitude construct, criterion-referenced grading, was not found to be valid.…

This research was concerned with the significance of class size, class level, and core v noncore sections of classes in instructor evaluation at a major state university. High evaluations were associated with small, noncore, undergraduate classes. (Author/CP)

A survey of 900 Nottinghamshire primary teachers showed that, although they have great freedom in structuring their classes, most of those dealing with children over seven opt for highly traditional teaching methods. Survey results on class organization, class size, use of aides, and preferred instructional materials are summarized. (SJL)

Follow-up study of 16 Indiana high schools disclosed that 10 years of discussion and practice yielded little progress. Modest gains included microscopically better new teacher training, slightly reduced class size, and more administrative support. Teachers in other disciplines remained indifferent to student writing problems and equally resistant…

A study investigated a computer-based testing method in an anatomic pathology course within a new, modular, systems-oriented medical curriculum at the University of Otago (New Zealand). Students (n=193) completed five biweekly criterion-referenced, computer-based quizzes incorporating digitized photographs and varied question formats. Results…

Refutes the assumption that large classes must be impersonal, characterized by lecture style, and presented in a theorem-proof-example format. Discusses successful strategies for space use, classroom management, and collecting student feedback. (DDR)

Offers an annotated list of recent literature. Covers areas ranging from studies on class size and problem solving in mathematics, to how school size affects teacher attitudes and an analysis of whether employing technology in teaching pays off for students. Seven publications listed. (NB)