Presents results of a questionnaire sent to Australian school teachers concerning laboratory space allotments and class size. Summarizes data and compares results with the United States National Science Teachers Association recommendations on class size and space requirements. (CS)

Glass and Smith's (EJ 207 324) conclusion supporting small class size may be true, but it is not supported by their evidence. Their analysis does not recognize intervening factors and varying class sizes. (CP)

Examines the effects of varying physical resources, such as space, play equipment, and class size, on children's behavior. (MP)

Argues that study findings indicate that lowered class size increases student achievement and improves school attitudes. Counter argument indicates there is little educational payoff and great monetary expense in small reductions in class size. (RH)

Renting of schools producing chemists and chemical engineers in 1978 shows little change from 1977 listings. (Author/BB)

Examined the effect of class size on student performance among 255,665 individual student grades in 6,075 instructional modules held from 1984 through 1994 at Oxford Brookes University (England). Found that although student performance was inversely related to class size, both student performance and class size increased over the course of the…

Using Canadian census data, finds that the size and direction of the impact of class size, school size, and teacher salaries vary across points in the conditional wage distribution. (Contains 25 references.) (PKP)

Presents guidelines for maximum class size and workload in English. Presents recommendations for the number of students in writing courses and the number of students in literature courses. Considers recommendations for hours of instruction, variety of courses, variable workloads, administrative duties, and part-time and temporary appointments. (SG)

Examines effects of Indiana's project PRIME TIME on reading and math achievement test scores of second graders who completed 2 years of the reduced-class-size program. Analysis of 3,967 test scores suggests that students in small classes had higher test scores than did students in large classes. (RJC)

In light of a monumental class size research study completed in Tennessee, the U.S. Department of Education should reexamine the 1954 "Brown v. Board of Education" decision and make legal accommodation for field testing new mechanisms affecting public policy equity decisions. Neighborhood schools should be reinstated in selected cities…

When enrollment fluctuates, dual-age classes are an effective means of maintaining a reasonable student/teacher ratio. Teachers must have experience, flexibility, and creativity; and students selected must be able to work both cooperatively and independently. Chronological ages and achievement ranges are usually narrower than in "straight"…

School buildings of earlier eras represented a variety of views on organization for instruction. Presently only 42 percent of the nations's schools are considered to be in good condition. More needs to be done in relating educational needs to structure. (14 references) (MLF)

Analysis of data from 234 Certified Public Accountant (CPA) candidates (98 of whom failed at least 1 part of the exam) showed that higher grades in the CPA review course correlated with passing the first time. Higher high school class rank and larger high school class size influenced exceptional test performance. (SK)

Describes Project STAR, the Tennessee class-size study, from the research design through study findings. Data collection for STAR students will continue through 1999, but early findings suggest that small class size in the early years of school continues to have beneficial impacts through the high school years. (SLD)

Discusses school capacity determination for K-12 public elementary and middle schools, and special education. Capacity determination is illustrated based on 25 students per class. (GR)