ERIC Number: ED163656
Record Type: RIE
Publication Date: 1975
Reference Count: 0
The Class Size Question. Development of Research Studies Related to the Effects of Class Size, Pupil/Adult, and Pupil/Teacher Ratios.
Ryan, Doris W.; Greenfield, T.
Rather than looking for answers to predetermined research questions, this study attempted to formulate recommendations for future research on class size and student/teacher ratios in Ontario. The research team began by reviewing studies of class size and student/teacher ratio. Consultants from provincial teachers' and administrators' organizations, school systems, and universities clarified issues and helped develop instruments to gather opinions. Ministry of Education data on Ontario student/teacher ratios and class sizes were utilized. Although the issue is complex and does not yield simple research questions, several recommendations emerged from the study. (1) Descriptive research should be done in Ontario schools on class size and its relationship to programs. (2) Case studies are needed on learning opportunities, outcomes, and decision-making in classes of several sizes. (3) Better measures of educational goals and quality must be developed and applied to Ontario schools. (4) A large-scale study of the effects of schooling in Ontario should be undertaken as well as small-scale studies on the effects of size on classroom process. (5) New models for providing education should be developed, some of which should closely relate specific educational goals to procedures. (Author/JM)
Descriptors: Achievement, Class Size, Educational Programs, Educational Research, Elementary Secondary Education, Evaluation Methods, Foreign Countries, Research Needs, Student Teacher Ratio
Ontario Government Bookstore, 880 Bay Street, Toronto, Ontario, Canada M7A 1L2 ($5.00 hardcopy; $2.00 microfiche)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Ontario Dept. of Education, Toronto.
Note: Not available in paper copy due to marginal legibility of original document