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ERIC Number: EJ844021
Record Type: Journal
Publication Date: 2009-May-12
Pages: 26
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-1068-2341
Researcher Perspectives on Class Size Reduction
Graue, Elizabeth; Rauscher, Erica
Education Policy Analysis Archives, v17 n9 p1-26 May 2009
This article applies to class size research Grant and Graue's (1999) position that reviews of research represent conversations in the academic community. By extending our understanding of the class size reduction conversation beyond published literature to the perspectives of researchers who have studied the topic, we create a review that includes political histories of, contextual details about, and assumptions undergirding the conversation. We find divergent (and sometimes competing) perspectives on identifying beneficiaries of class size reduction (or CSR) and the correct context in which to view CSR research. By contrasting the logic and assumptions embedded in pupil-teacher ratio (PTR), class size (CS), and class size reduction studies, we conclude that sometimes research conflates these constructs and their associated theories of action, and such distortion poorly serves the needs of policymakers and stakeholders in education. We recommend that future inquiry focus on mechanisms of change, particularly instruction--both in terms of instructional strategies that capitalize on the resource of a smaller group and the types of support needed for teacher and administrator professional development. (Contains 1 table and 6 footnotes.)
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A