ERIC Number: ED466478
Record Type: Non-Journal
Publication Date: 2001-Jul-19
Reference Count: N/A
Class Size Reduction: A Review of the Literature. Research Watch. E&R Report.
Scudder, David F.
High quality evaluation research has demonstrated that smaller classes with a heterogeneous student composition can increase academic achievement and close the achievement gap. Research suggests that changes occur in the classroom naturally as a result of smaller size without efforts by teachers or students to do anything different. With fewer students, teaches understand students better and use more tailored approaches to individuals. Students form closer relationships with classmates and teachers, and the atmosphere becomes more friendly, cohesive, and less regimented. Still, researchers also observe that some changes, such as the use of more hands-on activities, emerge gradually, perhaps as teachers learn more about what is possible, and that individualization may not always be done well. Evaluation research has been slow to address potentially appropriate staff development training that may enhance the experience of smaller classes. The few existing evaluation studies have not shown any benefits from training. At present, there is no agreement on the usefulness of staff development or on a general standard of teacher training appropriate for smaller class sizes. (Contains 50 references.) (SLD)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: Wake County Public School System, Raleigh, NC. Dept. of Evaluation and Research.