|Since 2012 (last 5 years)||0|
|Since 2007 (last 10 years)||0|
|Since 1997 (last 20 years)||11|
|Elementary School Students||7|
|Teacher Student Ratio||7|
|Elementary Secondary Education||4|
|Nye, Barbara A.||11|
|Hedges, Larry V.||8|
|Lindsay, James J.||2|
|Reports - Research||12|
|Reports - Evaluative||7|
|Collected Works - Proceedings||1|
|Guides - Classroom - Teacher||1|
Invitational Symposium on Recruitment, Selection, & Retention of Principals for Tennessee's Schools: Proceedings (Nashville, Tennessee, May 8-9, 1990).
Tennessee State Univ., Nashville. Center of Excellence: Basic Skills. – 1990
At a 1990 symposium on principals, speakers from Tennessee and other states shared their perspectives on school leadership. The symposium proceedings contains the following presentations: (1) "Under Fire: The School, the Principal and the Preparation Program" (Barbara Nye and Mary Jane Connelly); (2) "The Roles of Principals: Today's and…
Descriptors: Administrator Education, Administrator Selection, Assessment Centers (Personnel), Assistant Principals
Peevely, Gary; Hedges, Larry; Nye, Barbara A. – Journal of Education Finance, 2005
The effects of class size on academic achievement have been studied for decades. Although the results of small-scale, randomized experiments and large-scale, econometric studies point to positive effects of small classes, some scholars see the evidence as ambiguous. Recent analyses from a 4-year, large-scale, randomized experiment on the effects…
Descriptors: Small Classes, Grade 3, Resource Allocation, Teacher Salaries
Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros – Journal of Educational Research, 2004
Recent research from randomized experiments on class size points to positive effects of small classes that persist for several years, but the evidence about the social distribution of effects is less clear. Some scholars have contended that the immediate effects of small classes are larger for minorities and for disadvantaged persons (e.g., J. D.…
Descriptors: Social Distribution, Outcomes of Education, Minority Groups, Educational Objectives
Nye, Barbara; Konstantopoulos, Spyros; Hedges, Larry V. – Educational Evaluation and Policy Analysis, 2004
It is widely accepted that teachers differ in their effectiveness, yet the empirical evidence regarding teacher effectiveness is weak. The existing evidence is mainly drawn from econometric studies that use covariates to attempt to control for selection effects that might bias results. We use data from a four-year experiment in which teachers and…
Descriptors: Program Effectiveness, Teaching Experience, Achievement Gains, Teacher Effectiveness
Do Low-Achieving Students Benefit More from Small Classes? Evidence from the Tennessee Class Size Experiment.
Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros – Educational Evaluation and Policy Analysis, 2002
Studied possible effects of small classes on achievement using data from Project STAR, a 4-year, large-scale randomized experiment on the effects of class size. There were unambiguous positive effects of small classes on achievement, but no evidence for differentially larger effects of small classes for lower achieving students. (SLD)
Descriptors: Academic Achievement, Class Size, Elementary Education, Elementary School Students
Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros – Journal of Educational Research, 2001
Used data from Tennessee's Project STAR, a longitudinal class size experiment, to study the cumulative effects of reduced class size in the early grades on academic achievement. Results indicated that controlling for achievement in the previous year, small classes in grades 1-3 yielded statistically significant additional positive effects on…
Descriptors: Academic Achievement, Class Size, Elementary Education, Small Classes
The Long-Term Effects of Small Classes in Early Grades: Lasting Benefits in Mathematics Achievement at Grade 9.
Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros – Journal of Experimental Education, 2001
Conducted a 6-year followup of almost 4,000 students in Project STAR in Tennessee, a 4-year, large-scale randomized experiment on the effects of class size. Though follow-up data could not be obtained on more than one-half of the students, class size effects persisted for at least 6 years and remained large enough to be of importance for…
Descriptors: Class Size, Elementary Education, Elementary School Students, High School Students
The Effects of Small Classes on Academic Achievement: The Results of the Tennessee Class Size Experiment.
Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros – American Educational Research Journal, 2000
Analyzed results from a 4-year large-scale randomized experiment on the effects of class size, project STAR in Tennessee. Analyses suggest class size effects that are large enough to be important for educational policy and that are quite consistent across schools. Small classes appear to benefit all kinds of students. (SLD)
Descriptors: Academic Achievement, Class Size, Educational Policy, Elementary Education
Cooper, Harris; Jackson, Kristina; Nye, Barbara; Lindsay, James J. – Journal of Experimental Education, 2001
Tested a model of the influence of homework on classroom performance using a sample of 429 students in grades 2 and 4, their parents, and their 28 teachers. Data reveal the critical role of parents in both the homework process and the success of elementary school students. Positive parent involvement in homework was the strongest predictor of…
Descriptors: Academic Achievement, Elementary Education, Elementary School Students, Homework
Nye, Barbara – ERS Spectrum, 1993
Shows how multiage grouping in the primary grades can support school improvement. Acknowledging chronological age as a crude indicator of learning readiness, multiage programs emphasize grouping children within classes based on readiness, interest, and/or acquired knowledge. This article explains program benefits, disadvantages, implementation…
Descriptors: Change Strategies, Class Organization, Educational Change, Grade Repetition
The Long-Term Effects of Small Classes: A Five-Year Follow-Up of the Tennessee Class Size Experiment.
Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros – Educational Evaluation and Policy Analysis, 1999
Analyzed data from a five-year followup of students in Tennessee's Student/Teacher Achievement Ratio (STAR) project, a four-year large-scale randomized examination of the effects of class size on academic achievement. Results suggest that class-size benefits persist for at least five years and remain large enough to be important to educational…
Descriptors: Academic Achievement, Class Size, Educational Policy, Educational Research
Do the Disadvantaged Benefit More from Small Classes? Evidence from the Tennessee Class Size Experiment.
Nye, Barbara A.; Hedges, Larry V.; Konstantopoulos, Spyros – American Journal of Education, 2000
Investigates differential effects of small classes on academic achievement among disadvantaged elementary students using data from Tennessee's Student Achievement Ratio Project. While positive effects of small classes are evident on both reading and mathematics achievement, there is no evidence of differential effects for low socioeconomic status…
Descriptors: Academic Achievement, Class Size, Disadvantaged Youth, Elementary Secondary Education
Nye, Barbara A. – 1975
The purpose of this investigation was to determine whether particular variables or the interaction of the variables (sex, race, and residential location), had a significant effect on the development of visual motor skills in young children. A second purpose was to develop appropriate norm tables taking into account the findings of this study. The…
Descriptors: Academic Achievement, Analysis of Variance, Perceptual Motor Coordination, Performance Factors
A Factorial Analysis of Variance and Resulting Norm Tables for Tennessee Head Start Children Based on the Developmental Test of Visual-Motor Integration.
Nye, Barbara A. – 1977
Data from a statewide screening of Tennessee Head Start children on the Developmental Test of Visual-Motor Integration (VMI) are analyzed in this report for two purposes: to determine whether sex, race, and residence have a significant influence on visual motor development as measured by the VMI, and to develop VMI norms for the Tennessee Head…
Descriptors: Analysis of Variance, Eye Hand Coordination, Norms, Perceptual Development
Homework for Students with Learning Disabilities: The Implications of Research for Policy and Practice.
Cooper, Harris; Nye, Barbara – Journal of Learning Disabilities, 1994
A review of the literature on effects of homework for students with and without disabilities offers a homework process model, and suggests that homework policies and practices for students with learning disabilities should emphasize: simple, short assignments; careful monitoring by and prominent rewards from teachers; and parental involvement to…
Descriptors: Assignments, Elementary Secondary Education, Homework, Learning Disabilities