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ERIC Number: ED158409
Record Type: RIE
Publication Date: 1978-Jun
Pages: 14
Abstractor: N/A
Reference Count: 0
Class Size or Mode of Instruction: What Makes the Difference in Classroom Process?
McCluskey, Lawrence
Research into the question of class size has produced varied findings regardless of the nature of the dependent variable(s) used in the study (achievement, attitude, teacher behavior, or whatever). Thus, it is possible to either support or oppose smaller class sizes to achieve some educational end and to cite research to support one's position. This situation has led to teachers' organizations, school divisions, legislators, and researchers scurrying about to locate research findings to support their espoused positions, often with political, rather than educational, goals in mind. One frequently quoted piece of research on class size and the educational process was conducted during the development of the classroom observation instrument, Indicators of Quality. This research supports smaller class size as a means to the goal of improved "classroom process." However, using an alternate analysis technique on the same data, it can be shown that mode of classroom instruction is the principal variable that affects the classroom process score. This paper investigates the shift in findings generated by the alternative analysis technique. (Author)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Indicators of Quality
Note: Paper presented at the Canadian School Trustees' Association Congress on Education (1st, Toronto, Ontario, June 17-21, 1978)