ERIC Number: ED215335
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Classroom Effects on Student Perceptions of Better Readers. Class Size and Instruction Program.
Barnett, Bruce G.; Filby, Nikola N.
A study examined the influence of classroom organization, student age, and student ability on 122 students' perceptions of who were the "better readers" in their classrooms. The students were members of one second grade and one fifth grade receiving reading instruction in a whole-class format; a second-third grade combination classroom taught with four ability-based groups; and one second grade and one fifth grade taught in permanent ability-based groups. The students were asked to rank their reading books from easiest to hardest and to decide which of two peers was a better reader. The results showed that particularly high levels of agreement on better readers occurred in the classes with whole-class instructional formats. While the data did not indicate that students' ages had any effect on their perceptions, ability differences suggested that students in ability-based instructional groups were less likely to make accurate judgments about task performance, and that being in a classroom where reading groups operated at the same time may provide low-ability students with useful information for judging other students in the classroom. Overall, the study indicated that teachers can arrange their classrooms to increase or decrease the amount of information students receive that can influence students' views of each other and, presumably, themselves. (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).