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Author: Kristina Hoffman-Brown
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 238
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Book Description
The purpose of this study was to examine the difference between class size on student literacy achievement utilizing district-wide kindergarten student theme assessment scores at the end of first, second, and third trimester. Student achievement was measured by the district's theme assessment scores on four areas of literacy skills. The specific literacy skills examined in this study included 1) uppercase letter identification, 2) lowercase letter identification, 3) high-frequency word identification, and 4) rhyming skills. Teacher perceptions were also explored though the use of teacher surveys and interviews to determine how teachers perceived the increase in class size and its effect on their instructional practices, student-teacher interaction, and teaching behavior with their classroom. This study revealed statistically significant differences in student achievement and class size. The study's quantitative and qualitative data found that students who were taught during class size increase performed just as well, if not better, on literacy theme assessments than students who were taught during class size reduction. The study's data, however, found that when class sizes increased other important aspects of instruction were greatly impacted. The findings of this study also indicated that there was a strong need for reduced class size to increase teachers' job satisfaction and performance. The quantitative data were represented in a comparison study with the use of a one-way analysis of variance (ANOVA).
Author: Kristina Hoffman-Brown
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 238
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Book Description
The purpose of this study was to examine the difference between class size on student literacy achievement utilizing district-wide kindergarten student theme assessment scores at the end of first, second, and third trimester. Student achievement was measured by the district's theme assessment scores on four areas of literacy skills. The specific literacy skills examined in this study included 1) uppercase letter identification, 2) lowercase letter identification, 3) high-frequency word identification, and 4) rhyming skills. Teacher perceptions were also explored though the use of teacher surveys and interviews to determine how teachers perceived the increase in class size and its effect on their instructional practices, student-teacher interaction, and teaching behavior with their classroom. This study revealed statistically significant differences in student achievement and class size. The study's quantitative and qualitative data found that students who were taught during class size increase performed just as well, if not better, on literacy theme assessments than students who were taught during class size reduction. The study's data, however, found that when class sizes increased other important aspects of instruction were greatly impacted. The findings of this study also indicated that there was a strong need for reduced class size to increase teachers' job satisfaction and performance. The quantitative data were represented in a comparison study with the use of a one-way analysis of variance (ANOVA).
Author: Lawrence R. Mishel
Publisher:
ISBN:
Category : Political Science
Languages : en
Pages : 120
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Book Description
Author: Anita Deller Riccio
Publisher:
ISBN:
Category : Class size
Languages : en
Pages : 138
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Book Description
This qualitative case study examined teachers' perceptions of the effect of class size on the teaching and learning process. Specifically, the study explored the relationship of class size to student behavior and classroom management, as well as the availability of individualized instruction. The study also explored the effect of professional development on the teachers' ability to meet student needs relative to class size. The participants included regular education teachers, special area teachers, and specialists, who provided specialized instruction such as special education, reading support, and guidance counseling in two southeastern Pennsylvania elementary schools. This study found that teachers perceived increased student engagement when class size remained small. Teachers reported that smaller classes allowed them to provide quality feedback to students and identify their academic and social strengths and needs. Teachers reported that class size had a direct impact on instructional delivery methods, types of assignments, and measures of student progress. In addition, despite the number of years of experience or the amount of graduate course work completed, teachers reported a desire for increased professional development relative to larger classes. Specifically, teachers requested support with effective classroom management strategies and techniques to facilitate small group instruction while other students are engaged in independent learning activities. Overall, the results of the study suggested that teachers perceived teaching and learning to be less effective when the number of students increased beyond 22 students in a classroom.
Author: Ed Baines
Publisher: Routledge
ISBN: 1317548752
Category : Education
Languages : en
Pages : 207
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Book Description
Promoting Effective Group Work in the Primary Classroom, 2nd ed. is designed to enhance teachers’ and teaching assistants’ confidence in engaging their children in effective group work, allowing for more active participation, more on-task focus and higher levels of achievement. This accessible second edition is packed full of valuable strategies for teachers and fun activities for children, offering guidance on how to create an inclusive and supportive classroom by developing the social, communicative and group working skills of all pupils. It has been thoroughly updated and includes new material on whole school approaches to group work, the risks and challenges involved, and how to involve Teaching Assistants and other support staff in undertaking inclusive and effective group work in classrooms. A tried-and-tested, step-by-step approach encourages both children and their teachers to develop supportive relationships that have been found to facilitate academic performance, positive social behaviour and motivation. Since the first edition the authors have found that this handbook can be used successfully in many different countries around the world. With ideas to help resolve problems that might arise and suggested training activities to support pupils, this text is a one-stop resource to ensure effective group work in the classroom. It is an essential guide for both trainee and practising teachers, as well as TAs and support staff, and a valuable basis for school action.
Author: Suzanne Theresa Magee
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 109
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Book Description
The purpose of this qualitative study was to examine teacher perceptions of full-day kindergarten and its impact on student achievement. A total of 59 teachers from three suburban school districts in Pennsylvania completed surveys containing both Likert scale and open-ended questions. Moreover, three regular education teachers and one special education teacher partook in semi-structured interviews in order to gain more insight into teacher perspectives. This study specifically focused on the long-term academic achievement in reading when comparing a full-day kindergarten program to a half-day kindergarten program. Additionally, the research focused on the advantages and disadvantages of both programs including emotional, behavioral, and social growth. Instructional practices were also studied to determine if they differed within each program. An overwhelming majority of participants agreed that full-day kindergarten provided the support needed to be successful students throughout their school career considering the increased demands placed on children. Participants also indicated that although there should not be a difference in instructional practices between either program, a full-day provides students the opportunity to practice these skills. Participants also noted that when teachers are given a full-day there is a significant amount of time that can be devoted to differentiated instruction which leads to academic gains . Most teachers indicated that it was not the longer day that made the difference academically, but how the teacher used that additional time that resulted in sustained success.
Author: Stephanie Gates
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 100
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Book Description
The study examined a supplemental, literacy-focused kindergarten program for students found to be at-risk in reading. Specifically, this study explored teacher and administrator perceptions of the K Plus kindergarten program. Archival student data were collected from Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 6th Edition benchmark tests to assess the extent in which student data support teacher and administrator perceptions of the program. To acquire perceptions, 13 kindergarten teachers, 12 first grade teachers, and 7 administrators affiliated with the K Plus program were asked to participate in an online survey with open-ended questions regarding program purposes, comparisons to the half-day kindergarten program, and student benefits. Subsamples of four teachers and two administrators were asked to participate in interviews to gain additional insights into perceptions of the K Plus program. Student DIBELS data were analyzed to determine whether or not student progress supported teacher and administrators perceptions. Results demonstrated that teachers and administrators have similar views on the purpose of the K Plus program supporting at-risk students in literacy development and believe the program benefits students. However, program logistics and management should be examined to ensure efficiency in program enrollment. Student performance increased in the second year of implementation. Student performance supported perceptions that the program positively impacts student achievement.
Author: Calandra Ellison-Williamson
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 190
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Book Description
The purpose of this mixed-methods study was to continue the efforts of other researchers in determining whether enrollment in a Pre-K classroom had any impact on students’ literacy and math achievement scores in kindergarten. The researcher conducted a two-way repeated measure ANOVA model for the study. The study sample included 6 teachers and 76 students. After reviewing the findings from the study, there was substantial evidence to support the researcher’s position that Pre-Kindergarten academic achievement and socialization significantly impact the transition into, and during the Kindergarten. The Literature Review substantiated the researcher’s position that Pre-K enrollment is a significant predictor of the student’s overall Kindergarten experience. Moreover, it revealed teachers’ perceptions of readiness, favoring Pre-K enrollment.
Author: Kristy Chandler Vandenberg
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 132
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Book Description
Author's abstract: The purpose of this two-phase, sequential mixed methods (QUAN-qual) approach was to analyze the relationship between class size and academic achievement in rural, economically disadvantaged third grade classrooms and how teachers perceive class size as affecting their instructional and classroom management methods. Data collection and analysis for the study involved 3,812 third grade students in 204 classrooms collected from nine rural, economically disadvantaged school districts in the southeastern region of Georgia. Additionally, a researcher-developed questionnaire was used to collect data from third grade teachers teaching in the same nine rural, economically disadvantaged school districts. Initial correlation analyses indicated a positive relationship between class size and academic achievement. Regression results indicated that the percentage of gifted students, the percentage of economically disadvantaged students, and the class size were significant predictors of reading achievement levels. For mathematics achievement levels, regression results showed that the percentage of gifted students, the percentage of Black students, and the class size were significant predictors. Further analyses involved filtering the data to only include class sizes of at least 15 students per teacher. For both reading and mathematics achievement, class size was not associated with achievement. Regression results indicated that the percentage of gifted students and the percentage of economically disadvantaged students were significant predictors of reading achievement. For mathematics achievement, regression results showed that the percentage of gifted students and the percentage of Black students were significant predictors of achievement. Questionnaire data revealed teachers felt smaller classes would affect their instructional practices by facilitating the increased use of small group instructional arrangements, hands-on activities, one-on-one instruction, and differentiation of instruction. Respondents either stated that class size did not affect their classroom management plans, or smaller classes would allow their classroom management plans to be less strict, have more student freedom, and have more positive reinforcement. All 51 respondents believed that smaller class sizes had a positive impact on student achievement due to the teachers being able to provide more individualized instruction and having less classroom management issues. Class sizes of 20 or less students per teacher were identified as being ideal due to such class sizes being easier to provide individualized instruction, easier to use group activities, and easier to manage behavior.
Author: Blatchford, Peter
Publisher: McGraw-Hill Education (UK)
ISBN: 0335211623
Category : Education
Languages : en
Pages : 194
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Book Description
"This is a very important book which may become a classic. The research study is remarkable in its magnitude, breadth and duration.... it is described in a form accessible to practitioners and policy makers." - Professor Jeremy D. Finn, State University of New York at Buffalo, USA "This fascinating book is one that should be compulsory reading for student teachers... It also provides challenge and insight for experienced teachers. ...a stimulating source of evidence which will challenge people to consider their own approaches and what might constitute good practice. ...an important contribution to the class size debate." - Inservice Journal One of the most important debates in education in recent years has been about the effects of class size differences in schools. This book provides the most complete analysis to date of the educational consequences of class size differences, and sets out to solve the puzzling gap between professional experience and research findings. This book: Examines results from a pioneering research project of international significance, unique in its scale and methodology Investigates the relationships between class size and pupil achievements by detailed examination of classroom processes Considers the view that small classes provide better teaching and learning, and why this is not supported by past research findings Identifies implications for policy at government, LEA and school level, teacher education and professional development Indicates implications for practice - maximising opportunities of small classes and minimising problems in large classes. Written in an accessible style and drawing upon examples from classroom life, this book is important reading for student and practising primary school teachers, M.Ed and doctoral students, teacher educators, researchers and policymakers.
Author: Valerie Wilson
Publisher:
ISBN: 9781860030666
Category : Class size
Languages : en
Pages : 42
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Book Description
