ERIC Number: ED306720
Record Type: RIE
Publication Date: 1988-Aug
Reference Count: N/A
Student-Teacher Ratios and Their Relationship to Instruction and Achievement for Mildly Handicapped Students. Final Project Report. Monograph No. 9. Instructional Alternatives Project.
Ysseldyke, James E.
This project report describes major features of the 2-year Student-Teacher Ratio Project, including objectives, personnel, activities, findings, and resulting products. The project's purpose was to conduct an analysis of the efficacy of current practices in student-teacher ratios for providing special education services to mildly handicapped students. Results of current research on student-teacher ratios within regular education remain inconclusive. The first of four studies revealed great variability in current special education student-teacher ratios, which were examined through an analysis of state guidelines and a national survey. In a second study, observations of 139 mildly handicapped elementary students under different student-teacher ratios (1:1, 3:1, 6:1, 9:1, 12:1) revealed differences in the qualitative nature of instruction and student academic response time, but no significant differences for task completion and task success. Next, a case study analysis revealed that the special education categorical label assigned to the student was unrelated to the effectiveness of different student-teacher ratios. A fourth study examined opinions about optimal student-teacher ratios for both student learning and teacher instruction. Results indicated that parents and teachers tended to prefer smaller group sizes, while administrators preferred larger group sizes. Project products, references, and a list of related research reports are appended. (JW)
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Dept. of Educational Psychology.