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CLASS SIZE
ED259454
"Research indicates that the relationship between class
size and instructional effectiveness depends on many related
variables, such as age level of students, subject matter
taught, and instructional methods used. In general, research
findings show that smaller classes are likely to be most
beneficial for younger (elementary school) students,
economically or educationally disadvantaged students, and
exceptional students at both ends of the scale--gifted and
disabled. Research has shown that smaller classes are most
beneficial in reading and mathematics at the elementary
level, while at the secondary level class size tends to make
little difference for student achievement in most subject
areas. The areas where smaller classes are most likely to be
advantageous at the secondary level are those that emphasize
acquisition of skills rather than mastery of content--areas
such as industrial arts, fine arts, music, and writing."
"A number of studies, such as one by Shapson and colleagues,
have demonstrated that teachers do not necessarily modify
their teaching strategies when placed in smaller classes.
Shapson found that class size makes a large difference to
teachers in terms of their attitudes and expectations, but
little or no difference to students or to instructional
methods used."
"Four general strategies available for modifying
instructional arrangements:
1. Modify distribution of instructional staff
2. Modify instructional methods
3. Modify distribution of students
4. Modify exacerbating factors
"Because of the multiple variables involved, class
size decisions are best made at the building level on a
case-by-case basis, with teachers participating in the
decision-making process, rather than at the district level
as a blanket policy. Intelligent decisions about
class size also presuppose the discretion to permit small
classes in contexts where they are most beneficial, as noted
in the preceding section.
"Finally, it is important to recognize that agitation by
teacher unions for smaller classes is frequently a
manifestation of teachers' concern, not for the number of
students in one class, but rather for their overall
workload--the total number of students an instructor faces.
SUMMARY:
Class size reductions in primary grades and in some
secondary subject areas are appropriate, however, flexible
decision-making at the school-level is better than
legislated fixed class sizes with high costs and no return.
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MEASURING
OUTCOMES
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READINESS
ED421233
"This study examined the correlation between the
chronological age of a child entering kindergarten and his
or her performance on reading and math achievement tests in
second grade. Gender differences in math and reading
performance in second grade were also examined. The subject
pool of 24 students was divided into three groups: the
younger entrants were between the ages of 4 years 7 months
to 4 years 11 months; the medial entrants, ages 5 years to 5
years 4 months; and late entrants, ages between 5 years 5
months to 5 years 7 months. Findings indicated a low
or negligible correlation between kindergarten age entry and
academic achievement. The younger group did not
perform as well as the others in reading, but surpassed the
others in math. Girls surpassed boys in both areas.
ED407653
"A study examined gender differences in reading attitudes
among school age children. The hypothesis was that school
age children in grades K-8 regard reading as a predominately
feminine activity. Subjects were 269 students, grades K-8,
from a low-income, urban school setting. Students completed
Reading Attitude Surveys, modified from the Downing Object
Activity Opinion Survey. The first survey was given to
grades K-3, and the second was presented to students in
grades 4-8. Results indicated that the overall
majority of students see reading as an activity more
suitable for girls, supporting the study's hypothesis.
Findings suggest that these perceptions intensify with age
for both boys and girls. Findings also revealed that the
most dramatic increase in this perception seems to take
place around grade 5.
ED463542
"Research into the reading preferences of boys and girls has
shown that there is a difference between the two sexes
regarding the type of literature they enjoy reading. These
preferences begin at an early age and continue on throughout
their school careers. The purpose of this study was to
determine if high school teachers are aware of these
different preferences, and also to examine the types of
books that make up the required reading of male students in
the lower track. These books were analyzed for the
characteristics that appeal to boys. The study was conducted
in a suburban high school in New Jersey. In this high
school, it was found that all of the teachers are aware of
the differences in reading preferences of boys and girls.
An examination of the required texts in one school's
curriculum, however, revealed that few of the books had
characteristics of reading material that have been found to
be motivating to boys. Implications of these
findings are presented.
SUMMARY:
There are gender differences regarding interests which can
effect outcomes for boys. For instance, a study done some
years ago showed that outside the English-speaking world
where most readers were not written by women, but by
men, (Japan and Germany), the girls were more likely to
populate remedial reading classes. Other evidence suggests
that most boys are not "ready" for formal classroom
schooling until about 7 years of age to imply that early
intervention might actually add an unproductive burden to
the boys if it occurs too early which is contrary to current
opinion which says the earlier the better.
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Remediation
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School Success
Factors
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Student Success
Factors
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Aboriginal
Success Factors
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English as a Second
Language
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Instructional Methods
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