ERIC Number: EJ743728
Record Type: Journal
Publication Date: 2005
Reference Count: 0
The Paradox of Reducing Class Size and Improving Learning Outcomes
International Journal of Educational Research, v43 n6 p387-425 2005
This paper addresses four questions: What are the effects of reducing class size? How important are these effects? How can we explain these effects? and How can we improve the outcomes when class sizes are reduced? A major aim is to provide directions for resolving the paradox as to "Why reducing class size has not led to major improvements in student learning?" and the conclusion is that class size reductions can lead to worthwhile increases provided certain conditions are met.
Descriptors: Class Size, Logical Thinking, Philosophy, Outcomes of Education, Small Classes, Instructional Improvement
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A