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ERIC Number: ED532564
Record Type: Non-Journal
Publication Date: 2012-Jan
Pages: 4
Abstractor: ERIC
Reference Count: 9
Class Size and Student Diversity: Two Sides of the Same Coin. Teacher Voice
Froese-Germain, Bernie; Riel, Rick; McGahey, Bob
Canadian Teachers' Federation (NJ1)
Among Canadian teacher unions, discussions of class size are increasingly being informed by the importance of considering the diversity of student needs within the classroom (often referred to as class composition). For teachers, both class size and diversity matter. Teachers consistently adapt their teaching to address the individual needs of the learners in their classroom. As the classroom becomes larger and more diverse, this task becomes increasingly more onerous. Class size and composition also have obvious implications for inclusive education--if class composition is the degree of student diversity, broadly conceived, in the classroom, inclusion is the extent to which teachers have--or not--the necessary supports and services to be able to effectively integrate students with special educational needs into their classrooms and schools. Indeed research has demonstrated that "smaller classes may have the greatest positive impact on students with the greatest educational needs." This paper presents what class size research says about education quality and equity. It also presents some important lessons drawn from one of the class size surveys. (Contains 4 charts.)
Canadian Teachers' Federation. 2490 Don Reid Drive, Ottawa, ON K1H 1E1, Canada. Tel: 866-283-1505; Tel: 613-232-1505; Fax: 613-232-1886; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Canadian Teachers' Federation
Identifiers - Location: Canada