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Peer reviewedEdmunds, Alan – Exceptionality Education Canada, 2000
Sixty-one junior and senior high school teachers responded to measures of perceptions of inclusion, needs for effective inclusion practice, and knowledge of inclusion. Teachers felt inadequately prepared for inclusion and indicated their primary need was for more specific inclusion training. They also believed that reducing workloads would be of…
Descriptors: Class Size, Disabilities, Foreign Countries, Inclusive Schools
Peer reviewedVonVillas, Barbara A. – NASSP Bulletin, 1996
High school improvement is possible with visionary leadership and common goals. Ayer (Massachusetts) High School is a small, comprehensive school that has restructured itself to meet 21st century needs. Revolutionary changes have occurred in instructional improvement, core curriculum, technology education, class size, graduation requirements,…
Descriptors: Class Size, Community Involvement, Core Curriculum, Graduation Requirements
ADE Bulletin, 1996
Outlines the Association of Departments of English's position on: (1) the balance between teaching and scholarship in the lives of professors; (2) the use of outside reviewers for personnel decisions; (3) class size and workload for college and university English teachers; and (4) use of part-time and full-time adjunct faculty. (TB)
Descriptors: Accountability, Class Size, Definitions, English Departments
Peer reviewedHall, Kathy; Nuttall, Wendy – British Educational Research Journal, 1999
Investigates teachers' beliefs and attitudes on infant school classes in northern England. Reports on class size preferences and preferential treatment for some groups of children and teachers. Indicates that class size cannot be treated as unidimensional in its impact on the quality of teaching and learning. (CMK)
Descriptors: British Infant Schools, Class Size, Educational Policy, Educational Quality
Peer reviewedAbu-Jaber, Majed – International Journal of Instructional Media, 1996
A survey of 331 student teachers indicated that though the majority believed instructional media made contributions in their teaching practices, instructional media are not widely used. Major deterrents to media use were lack of equipment, lack of raw materials to produce instructional materials, class size, lengthy ordering procedures, and lack…
Descriptors: Audiovisual Aids, Class Size, Educational Resources, Educational Technology
Direct linkSkarbrevik, Karl J. – European Journal of Special Needs Education, 2005
Teachers and the school psychological services were asked to assess the quality of educational programmes offered to students who were found eligible for special education in Norway and who attended ordinary classes. Adequacy and equity of the programmes and an assessment of social inclusion were used as indicators of quality and as dependent…
Descriptors: Foreign Countries, Special Needs Students, Educational Quality, Special Education
Bowman, Laura L.; Waite, Bradley M. – Teaching of Psychology, 2003
Participating in a research activity by volunteering in a research study or by writing a short research paper as part of a course requirement relates to favorable perceptions of psychology and research, greater knowledge of procedures associated with participation, and other demographic and situational variables. College students who volunteered…
Descriptors: Psychology, Employment Level, Educational Benefits, Research Papers (Students)
Peer reviewedBarroso, Cristina S.; McCullum-Gomez, Christine; Hoelscher, Deanna M.; Kelder, Steven H.; Murray, Nancy G. – Journal of School Health, 2005
School-based programs offer an efficient means of promoting the health of a large number of children. The Coordinated Approach to Child Health (CATCH) program was designed to decrease risk factors for chronic disease in elementary school children and includes separate coordinated interventions for child nutrition services, physical education (PE),…
Descriptors: Elementary School Students, Child Health, Risk, Nutrition
Allhusen, Virginia; Belsky, Jay; Booth-LaForce, Cathryn L.; Bradley, Robert; Brownwell, Celia A; Burchinal, Margaret; Campbell, Susan B.; Clarke-Stewart, K. Alison; Cox, Martha; Friedman, Sarah L.; Hirsh-Pasek, Kathryn; Houts, Renate M.; Huston, Aletha; Jaeger, Elizabeth; Johnson, Deborah J.; Kelly, Jean F.; Knoke, Bonnie; Marshall, Nancy; McCartney, Kathleen; Morrison, Frederick J.; O'Brien, Marion; Tresch Owen, Margaret; Payne, Chris; Phillips, Deborah; Pianta, Robert; Randolph, Suzanne M.; Robeson, Wendy W.; Spieker, Susan; Lowe Vandell, Deborah; Weinraub, Marsha – Developmental Psychology, 2004
This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were…
Descriptors: Teaching Methods, Group Activities, Literacy, Family Income
Dibiase, David; Rademacher, Henry J. – Journal of Geography in Higher Education, 2005
This article explores issues of scalability and sustainability in distance learning. The authors kept detailed records of time they spent teaching a course in geographic information science via the World Wide Web over a six-month period, during which class sizes averaged 49 students. The authors also surveyed students' satisfaction with the…
Descriptors: Internet, Information Science Education, Web Based Instruction, Student Attitudes
Barrett, M. Scott; Bornsen, Susan E.; Erickson, Sheri L.; Markey, Vern; Spiering, Kerri – Communication Teacher, 2005
Although large class sizes are nothing new, they are becoming more widespread, even though many studies show affective, cognitive, and behavioral learning decreases as the physical distance between students and instructor increases; moreover, immediacy, defined as the directness of interaction between people, is also often diminished as class size…
Descriptors: Feedback (Response), Class Size, Student Attitudes, Interaction
Waldeck, Jennifer H. – Communication Education, 2006
"Personalized education" has become a buzzword in the academic community--on both small, private liberal arts campuses and at large, publicly funded research universities. Personalized education is viewed by many faculty, administrators, and researchers as accomplishing a number of important objectives. Despite the many promises of personalized…
Descriptors: Individualized Instruction, Educational Practices, Educational Strategies, Coping
Pedder, David – Oxford Review of Education, 2006
Twelve years ago Blatchford and Mortimore's authoritative review of class size research appeared in this journal. They concluded that a major problem with class size research was the lack of detailed studies of complex classroom processes that might mediate class size effects on pupils' learning. This article reviews two UK class size reviews and…
Descriptors: Class Size, Classroom Environment, Foreign Countries, Statistical Analysis
Ferguson, Ronald F. – Journal of Staff Development, 2006
In most discussions of "what works" in education, the focus is on rules (such as class size limits) or on programs and their various components. These are clearly important. No matter what the reform, implementation is key. This article discusses five challenges to achieving and sustaining social and intellectual engagement in implementing…
Descriptors: Professional Autonomy, Educational Change, Class Size, Faculty Development
Educational Research Service, Arlington, VA. – 1978
Most teachers believe that class size is an important factor influencing the achievement and personal development of students and that it deserves high priority in educational policy-making. Most administrators too believe that class size is important, but are faced with the dilemma of balancing the costs required to maintain small classes with…
Descriptors: Arbitration, Board of Education Role, Class Size, Collective Bargaining
