The Student Achievement Guarantee in Education (SAGE) program is a statewide effort in Wisconsin to increase the academic achievement of children living in poverty by eventually reducing the student-teacher ratio in kindergarten through grade 3 to 15:1. During 1995-1996, the Sage program was implemented in 30 schools in 21 school districts. Over…

The Student Achievement Guarantee in Education (SAGE) is a statewide effort in Wisconsin to increase the academic achievement of children living in poverty by reducing the student-teacher ratio in kindergarten through third grade to 15:1. Schools participating in SAGE are also required to implement a rigorous curriculum, provide before- and…

Examines implications of the Education for All Handicapped Children Act (P.L. 94-142). Delineates areas of conflict that might arise when the law is implemented at the school district level and proposes a strategy for developing future Federal educational policy in such a way as to reduce conflict and enhance implementation. (Author/GC)

A study of how class size and discipline group (social sciences, humanities, and miscellaneous) correlate with elements of student ratings of faculty and faculty self-evaluation is reported. It was found that discipline does not affect student evaluations but does affect teaching style. Students in small classes are more critical of teachers. (MSE)

Different instructions accompanied faculty/course evaluation questionnaires distributed in university courses (stratified by level and size). Instructions differed in information conveyed about use and disposition of results. Instructions containing information about administrative or course improvement use produced higher ratings than those given…

Although research has confirmed block scheduling's nonacademic benefits, effects on academic achievement are mixed. Teachers do not always replace lecturing with more effective participatory teaching methods. To work best under an intensive or alternating block schedule, schools should adapt the math curriculum to reduce course redundancy and…

Examines the extent to which foreign language use should play a prominent part in a course. The article discusses subject knowledge; factors affecting students' language skills; course objectives, structure and content; student reaction to questions about tutor input and the topics appropriate for teaching in the foreign language; and perceived…

Suggests ways in which instructors can engage students in large classes. States that short weekly written student responses can ameliorate the problems of dealing with large classes. Explains that such responses help students gain power over the material and assists in developing competence. (Contains 19 references.) (NB)

Discusses a survey of selected undergraduate chemistry laboratory courses. Topics include: who preps the experiment; degree of faculty involvement; instructional loads; types of directions used; satisfaction with materials used; techniques taught; computer use; rating the laboratory; and a self rating. Provides data for each topic. (MVL)

Reviews the articles in this special issue. The following conclusions emerged: (1) smaller districts, schools, and classes seem to be better; (2) the need for smaller class size is inversely proportional to student's socioeconomic status; and (3) instruction must be matched to the instructional needs of the students, rather than the organizational…

The "academic ratchet theory," states that faculty increase their discretionary time by reducing institutional responsibilities. Data from four liberal arts and two research universities indicate that class-size utility is asymmetric around teaching method-dependent norms and that research university faculty prefer smaller teaching loads…

Surveys, interviews, and classroom observation revealed no difference in instructional flexibility between Australian rural and suburban secondary teachers. Despite smaller class sizes, rural teachers followed a dais-based model of information delivery. Adherence to an assessment-driven work program precluded attention to differences in student…

Compared instructional variables for first through sixth grade special education students who received instruction under different student-teacher ratios. There were significant differences in measures of qualitative and quantitative aspects of instruction, with nearly all favoring lower student-teacher ratios. (BB)

Describes and contrasts aspects of child care systems in France and the United States to stimulate discussion of child care standards. French child care is characterized by highly trained and reasonably compensated teachers who work in classrooms with class sizes and child-adult ratios considered excessive by U.S. standards. (HTH)

Classroom interaction data from traditional and activity-based English classes of different sizes are compared in terms of opportunities for learners to interact meaningfully. Findings suggest that the nature of the teaching-learning activities and the teacher's role and attitude influence learner participation more than class size. (24…