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ERIC Number: ED449197
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 51
Abstractor: N/A
Reference Count: N/A
Classroom Organization and Student Behavior.
Farber, Stacey L.; Finn, Jeremy D.
This study considered the nature of student engagement and its relation to academic achievement, showing that engagement is an essential ingredient of learning and achievement. A review of the literature on class size suggested a strong link between small classes and positive engagement behavior. To examine the potential lasting effect of classroom organization, teacher ratings of student behavior were collected for 2,177 grade 4 and 2,804 grade 8 students. All had participated during their primary school years in Tennessee's Project STAR, a 4-year class-size experiment. Through the use of hierarchical linear modeling, findings suggest that fourth graders, who had experienced small classes during grades K-3, did not differ significantly in their classroom engagement behavior from their peers who had experienced full-size classes. However, fourth graders from small classes did engage in more positive classroom behaviors than their peers who experienced full-size classes with teacher aides during K-3. By grade 8, no differences in student engagement were found regardless of students' participation in small classes, full-size classes, or full-size classes with teacher aides. Reasons for these nonsignificant results are explored. (Contains 8 tables and 42 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Spencer Foundation, Chicago, IL.
Authoring Institution: N/A