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Author: Charles Leroy Harlan
Publisher:
ISBN:
Category : Class size
Languages : en
Pages : 120
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Author: Charles Leroy Harlan
Publisher:
ISBN:
Category : Class size
Languages : en
Pages : 120
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Author: Fred Von Borgersrode
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages : 254
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Author: Helen Harlan Neet
Publisher:
ISBN:
Category :
Languages : en
Pages : 324
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Author: University of Illinois (Urbana-Champaign campus). Bureau of Educational Research
Publisher:
ISBN:
Category : Class size
Languages : en
Pages : 48
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Author: Bureau of Educational Research
Publisher:
ISBN: 9781330986776
Category : Education
Languages : en
Pages : 50
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Excerpt from Relation of Size of Class to School Efficiency This investigation was initiated by Mr. B. R. Buckingham, formerly Director of the Bureau of Educational Research. It was planned and executed by him with the assistance of Mr. P.R. Stevenson, a full time assistant in the employ of the Bureau of Educational Research during the school year of 1920-21. The present Director of the Bureau of Educational Research had no connection with the study until late in the summer of 1920-21. The portion of this report which deals with "existing conditions in regard to class size and the relation of size of class in high schools to school efficiency" is based upon tabulations made by employees of the Bureau of Educational Research under Mr, Stevenson's direction and included by him in a report submitted to the present Director of the Bureau of Educational Research. The chapter devoted to the relation of the size of class In elementary schools to school efficiency Is based upon tabulations made from the original data under the Immediate direction of the present Director. The concept of the efficiency ratio and the use of this concept in the Interpretation of the data are entirely the work of the present Director of the Bureau of Educational Research. The conclusions are also his own. Certain limitations of the investigation, which the report discusses in detail, cause the results to have a limited practical significance, but it is thought that the publication is justified for two reasons. In the first place, the concept of school efficiency and the analysis of the conditions which must be considered in any investigation relating to school efficiency should be helpful to future Investigators not only of the question of class size but also of questions of other phases of school procedure. In the second place, the report emphasizes the need for careful planning which will result In the control of all factors involved In the teaching situation. There Is also emphasis upon the need for securing normal conditions If the results are to be interpreted with reference to the modification of practise. Such analysis and careful thinking are not only important phases of educational research but they are the foundation upon which both the data collected and the statistical manipulation of them are based. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: Paul Raymond Stevenson
Publisher:
ISBN:
Category : Class size
Languages : en
Pages : 136
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Author: Peter Blatchford
Publisher: UCL Press
ISBN: 1787358798
Category : Education
Languages : en
Pages : 340
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Book Description
The debate over whether class size matters for teaching and learning is one of the most enduring, and aggressive, in education research. Teachers often insist that small classes benefit their work. But many experts argue that evidence from research shows class size has little impact on pupil outcomes, so does not matter, and this dominant view has informed policymaking internationally. Here, the lead researchers on the world’s biggest study into class size effects present a counter-argument. Through detailed analysis of the complex relations involved in the classroom they reveal the mechanisms that support teachers’ experience, and conclude that class size matters very much indeed. Drawing on 20 years of systematic classroom observations, surveys of practitioners, detailed case studies and extensive reviews of research, Peter Blatchford and Anthony Russell contend that common ways of researching the impact of class size are limited and sometimes misguided. While class size may have no direct effect on pupil outcomes, it has, they say, significant force through interconnections with classroom processes. In describing these connections, the book opens up the everyday world of the classroom and shows that the influence of class size is everywhere. It impacts on teaching, grouping practices and classroom management, the quality of peer relations, tasks given to pupils, and on the time teachers have for marking, assessments and understanding the strengths and challenges for individual pupils. From their analysis, the authors develop a new social pedagogical model of how class size influences work, and identify policy conclusions and implications for teachers and schools.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 136
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Author: National Education Association of the United States
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 692
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Author: National Education Association of the United States. Department of Classroom Teachers
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 256
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