Publication Date
| In 2015 | 0 |
| Since 2014 | 0 |
| Since 2011 (last 5 years) | 0 |
| Since 2006 (last 10 years) | 1 |
| Since 1996 (last 20 years) | 2 |
Descriptor
| Educational Policy | 2 |
| Beginning Reading | 1 |
| Class Size | 1 |
| Cost Effectiveness | 1 |
| Educational Environment | 1 |
| Educational Finance | 1 |
| Emergent Literacy | 1 |
| Low Achievement | 1 |
| Minority Groups | 1 |
| Oral Language | 1 |
| More ▼ | |
Source
| American Educational Research… | 2 |
Publication Type
| Reports - Descriptive | 2 |
| Collected Works - Serial | 1 |
Education Level
| Elementary Education | 1 |
| Middle Schools | 1 |
Audience
| Policymakers | 1 |
Showing all 2 results
Rangel, Elizabeth S. – American Educational Research Association (AERA), 2009
Ensuring early literacy success is a wise investment because literacy skills are essential to success in all school subjects--literature, social sciences, natural science, and mathematics. There is a strong research base for how children learn to read, how to prevent failure, and how to intervene when reading difficulties occur. This issue of…
Descriptors: Emergent Literacy, Oral Language, Reading Skills, Time Factors (Learning)
Resnick, Lauren B., Ed.; Zurawsky, Chris, Ed. – American Educational Research Association (AERA), 2003
Most education research has confirmed that small classes yield benefits. Research also has revealed nuances about how and when small classes will work best, where an investment will result in maximum return, and exactly how many students a "small" class should have. The details of these findings can help policymakers strike a practical balance…
Descriptors: Class Size, Small Classes, Educational Environment, Low Achievement


