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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ351744
Record Type: CIJE
Publication Date: 1986
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
How Smaller Is Better: Some Relationships Between Class Size, Teaching Practices, and Student Achievement.
Bourke, Sid
American Educational Research Journal, v23 n4 p558-71 Win 1986
The mathematics lesson of 63 Year 5 Australian teachers were observed over a term. A casual model linking student, school, and teacher background information, class size, teaching practices, and mean class mathematics achievement was developed for testing the relationship between class size, teaching practices, and student achievement. (Author/JAZ)
Descriptors: Academic Ability, Class Size, Classroom Observation Techniques, Classroom Techniques, Foreign Countries, Grouping (Instructional Purposes), Homework, Intermediate Grades, Mathematical Models, Mathematics Achievement, Mathematics Teachers, Teaching Experience
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Australia (Melbourne)