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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: School Organization
Position StatementsJournal ArticlesEJ640846 EA539225Historical Perspectives on Small Schools. Author: Hampel, Robert L. Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Phi Delta Kappan, v83 n5 p357-63 Jan 2002 Publication Date: 2002 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2002 Abstract: Presents five beliefs related to the small schools versus large schools debate: Differences matter more than similarities, a large building offers more opportunities, larger schools attract better teachers and administrators, small schools reflect provincial values, and what matters most is class size. Discusses two implications for advocates of small schools. (Contains 28 references.) (PKP) Descriptors: *Class Size; Comprehensive Programs; Consolidated Schools; *Educational History; Elementary Secondary Education; High Schools; *Rural Schools; *Small Schools; Urban Schools Identifiers: Conant (James Bryant); *Large Schools EJ632483 EA538709 Less Is More: What Teachers Say About Decreasing Class Size and Increasing Learning. Author: Reynolds, Anne; Reagin, Marlene; Reinshuttle, Kenneth Availability: Journal Citation: American School Board Journal, v188 n9 p30-32 Sep 2001 Publication Date: 2001 ISSN: 0003-0953 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2002 Abstract: Elementary, middle school, and high school teachers from Fairfax County Public Schools express their views about reducing class size. Teachers from all grade levels said that reduced class size increased student learning and enhanced their teaching effectiveness, whereas large classes had the opposite effect. Lists four policy recommendations. (PKP) Descriptors: *Academic Achievement; *Board of Education Policy; *Class Size; Elementary Secondary Education; *Teacher Attitudes; *Teacher Effectiveness Identifiers: Learning Environments EJ585430 CS757196 Student Rights Should Dictate Class Size. Author: Luckert, Richard Availability: Journal Citation: English Journal, v88 n5 p18-20 May 1999 Publication Date: 1999 ISSN: 0013-8274 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJDEC1999 Abstract: Describes the work of the National Council of Teachers of English Task Force on Class Size. Addresses the issue of class size by outlining the needs and rights of students (at all grade levels and in each classroom) that can only be granted when appropriate class size and teacher workload are granted. (SR) Descriptors: *Class Size; Elementary Secondary Education; Instructional Effectiveness; *Literacy; *Politics of Education; Student Rights; Teacher Burnout; *Teacher Student Relationship; *Teaching Load Identifiers: National Council of Teachers of English Descriptive Terms: Theme: Teaching English in the City. DocumentsED448225 UD033882Smaller Classes Not Vouchers Increase Student Achievement. Author: Molnar, Alex Institutional Author: Keystone Research Center, Harrisburg, PA.(BBB36273) Availability: Keystone Research Center, 412 North Third Street, Harrisburg, PA 17101 ($12). Tel: 717-255-7181; Fax: 717-255-7193; e-mail: KeystoneRC@aol.com. Publication Date: June 1998 Language: English Pages: 54 Document Type: Opinion papers (120) Journal Announcement: RIEMAY2001 Abstract: This report is designed to help Pennsylvania policymakers compare two current school reform ideas that are intended to improve student achievement: private school vouchers and class size reduction. It begins with a brief history of educational vouchers, then reviews the achievement effects of the Milwaukee, Wisconsin, and Cleveland, Ohio, educational voucher programs. The reported benefits of these programs are compared to the benefits of reducing class size in grades K-3, using data from studies on class size conducted in Tennessee, Indiana, Nevada, California, and Wisconsin. The report concludes with policy recommendations for Pennsylvania based on evidence which indicates that small classes generate the greatest gains in kindergarten and grade 1. These recommendations include providing universal, publicly funded, full-day kindergarten with student-teacher ratios of 15:1; reducing class size in first grade to 15 students; and implementing an experimental program of class size reductions in grades 2 and 3 in which class size reductions are achieved in a variety of ways. (Contains 142 references.) (SM) Descriptors: *Academic Achievement; *Class Size; *Educational Vouchers; Elementary Secondary Education; High Risk Students; Poverty; Private Schools; Public Schools; School Choice; *Small Classes Identifiers: California; Cleveland Public Schools OH; Indiana; Milwaukee Public Schools WI; Nevada; Pennsylvania; Tennessee Geographic Source: U.S.; Pennsylvania ED432018 CS216803 NCTE Position on Class Size and Teacher Workload, K-College. Institutional Author: National Council of Teachers of English, Urbana, IL.(BBB05210) Availability: NCTE Order Department, 1111 West Kenyon Road, Urbana, IL 61801-1096 (single copies free; $7 per 100). Publication Date: 1998 Language: English Pages: 10 Document Type: Opinion papers (120) Journal Announcement: RIEDEC1999 Abstract: Based on the premise that the challenges of incorporating the necessarily high standards to be literate in today's world require future citizens and the educational community to reconsider the number of students assigned to teachers of English language arts, this National Council of Teachers of English (NCTE) position paper outlines what students need to succeed, i.e., what all students have a right to and what kind of teachers they have a right to. The paper pinpoints relevant facts and challenges, and provides goals and strategies to reduce teacher workload and increase the quality of literacy education at all levels, advocating a 3-pronged approach: reduce the class size and workload; hire qualified professional teachers; and provide strong professional development. Separate statements are presented on class size and teacher workload for each educational level, and a 5-year plan is recommended for the secondary level. Contains a 20-item selected bibliography. (NKA) Descriptors: *Class Size; Elementary Secondary Education; *English Instruction; *Faculty Workload; Higher Education; Instructional Effectiveness; *Language Arts; Literacy; Position Papers; *Teacher Student Ratio; *Teaching Conditions Identifiers: *National Council of Teachers of English Geographic Source: U.S.; Illinois |