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ERIC Number: ED429349
Record Type: RIE
Publication Date: 1998-May
Pages: 79
Abstractor: N/A
Reference Count: N/A
Class Size.
Johnston, Holly R.
Exploring the class-size issue, this paper focuses on the primary grades and asks questions such as "does a reduction in class size promote an increase in academic achievement?" and "how substantial does the reduction in numbers have to be in order for a significant increase to occur?" The paper surveys debates on class size and the social factors that surrounded these debates. It outlines the results of class-size research and discusses what are considered optimum class sizes. Ways to capitalize on smaller class size are detailed, along with the issues surrounding research on class size. The paper suggests that reducing class size should be matched with a change in teacher behavior and that teachers should receive extensive and continuous training to alter their teaching strategies. The paper concludes that a reduction in class size at the earliest grades offers significant advantages not only in achievement results, but also in other important outcomes. Smaller classes build a sense of belonging in students, enabling them to increase in self-esteem and achievement. It is recommended that future studies on class size should examine the longevity of effects of reducing class size in order to guard against the effects of novelty and other influences. (Contains 47 references.) (RJM)
Publication Type: Dissertations/Theses; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Master's Research Paper, St. Cloud State University.