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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
Teaching PracticesJournal ArticlesEJ650626 FL532823Managing and Monitoring Large Classes. Author: Duppenthaler, Peter Availability: http://exchanges.state.gov/forum/ Journal Citation: Forum, v38 n3 Jul-Sep 2000 Publication Date: 2000 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJDEC2002 Abstract: Discusses strategies for managing and monitoring large English-as-a-Foreign-Language classes. Highlights the use of photo roll cards, a variation of a standard roll book that includes a snapshot of each student. They are useful to the teacher for identifying students and can be used in a variety of other ways. (Author/VWL) Descriptors: *Class Size; *Classroom Techniques; *English (Second Language); *Photographs; Second Language Instruction; Second Language Learning; EJ630911 EC627972 Teachers' Perceived Needs To Become More Effective Inclusion Practitioners: A Single School Study. Author: Edmunds, Alan Availability: Journal Citation: Exceptionality Education Canada, v10 n3 p3-23 2000 Publication Date: 2000 ISSN: 1183-322X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2002 Abstract: Sixty-one junior and senior high school teachers responded to measures of perceptions of inclusion, needs for effective inclusion practice, and knowledge of inclusion. Teachers felt inadequately prepared for inclusion and indicated their primary need was for more specific inclusion training. They also believed that reducing workloads would be of particular benefit. (Contains references.) (Author/CR) Descriptors: *Class Size; *Disabilities; Foreign Countries; *Inclusive Schools; *Knowledge Base for Teaching; Professional Development; Secondary Education; *Teacher Attitudes; Teacher Competencies; *Teacher Education Identifiers: Canada EJ592474 TM522018 The Impact of Class Size on Instructional Strategies and the Use of Time in High School Mathematics and Science Courses. Author: Rice, Jennifer King Availability: Journal Citation: Educational Evaluation and Policy Analysis, v21 n2 p215-29 Sum 1999 Publication Date: 1999 ISSN: 0162-3737 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2000 Abstract: Estimated the impact of class size on instructional practices and the use of time in high school mathematics and science courses using data from the National Education Longitudinal Study. Findings reveal that class size has an impact on the use of class time, both instructional and noninstructional. (SLD) Descriptors: *Class Size; High Schools; Longitudinal Studies; *Mathematics Instruction; *Science Instruction; *Small Classes; *Teacher Student Ratio; *Teaching Methods; Time Factors (Learning); Time Management Identifiers: National Education Longitudinal Study 1988 Descriptive Terms: Special issue titled "Class Size: Issues and New Findings." EJ592473 TM522017 The Behavioral Effects of Variations in Class Size: The Case of Math Teachers. Author: Betts, Julian R.; Shkolnik, Jamie L. Availability: Journal Citation: Educational Evaluation and Policy Analysis, v21 n2 p193-213 Sum 1999 Publication Date: 1999 ISSN: 0162-3737 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2000 Abstract: Tested whether variations in class size caused teachers to alter their teaching methods. Examination of 2,170 mathematics classes suggests that, when class size is reduced, teachers do not spend time on new material, nor do they finish more of the assigned textbook. Instead, they shift time to more individual instruction. (SLD) Descriptors: *Class Size; Educational Change; Elementary Education; Elementary School Teachers; *Mathematics Teachers; *Small Classes; *Teacher Student Ratio; *Teaching Methods Descriptive Terms: Research supported by the Social Sciences and Humanities Research Council of Canada and National Science Foundation grant RED-9452861 through the National Center for Education Statistics. Special issue titled "Class Size: Issues and New Findings." EJ588890 TM521876 Class Size and Pupil Achievement. Author: Galton, Maurice, Ed. Availability: Journal Citation: International Journal of Educational Research, v29 n8 p687-818 1998 Publication Date: 1998 ISSN: 0883-0355 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJAN2000 Abstract: Two chapters in this theme issue review the evidence in support of smaller class size. Two other chapters examine factors that enable a teacher to teach effectively in large classes. Three research studies present additional class-size data, including the fact that teachers do not appear to maximize the potential of smaller classes. (Author/SLD) Descriptors: *Academic Achievement; *Class Size; Elementary Secondary Education; *Teacher Effectiveness; Teaching Methods Descriptive Terms: Theme issue. EJ584899 SP527468 Observing from the Inside: Teaching and Learning in California's 20:1 Reduced-Size Classrooms. Author: Korostoff, Marilyn Availability: Journal Citation: Teacher Education Quarterly, v26 n1 p39-47 Win 1999 Publication Date: 1999 ISSN: 0737-5328 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV1999 Abstract: Examined what actually transpires in California's reduced-size classrooms, using systematic classroom observations and teacher and student interviews at four elementary schools. Results indicated that, overall, teachers still used whole-class instruction (though they perceived they used varied instructional strategies). Most learning activities were teacher directed. Reduced class size mitigated discipline problems. Experienced teachers were the most comfortable with teaching. (SM) Descriptors: *Class Size; *Classroom Environment; Classroom Research; Educational Policy; Elementary Education; Large Group Instruction; Small Classes; Student Attitudes; Teacher Attitudes; Teaching Methods Identifiers: California; State Policy EJ564618 SE559750 Class Size and Teaching Quality. Author: Rowe, Michael; Hacker, Roger Availability: Journal Citation: School Science Review, v79 n288 p47-50 Mar 1998 Publication Date: 1998 ISSN: 0036-6811 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV1998 Abstract: Reports on the replication of a study of teaching styles from the 1970s. Explores possible relationships between class size and the quality of teaching in 60 classrooms. Suggests some reasons for teachers choosing teaching strategies that are ineffective. (DDR) Descriptors: *Academic Achievement; *British National Curriculum; *Class Size; Curriculum Development; *Educational Change; Elementary Secondary Education; Foreign Countries; Science Education Identifiers: Great Britain EJ544600 FL527027 Helping Teachers To Cope with Large Classes. Author: Hayes, David Availability: Journal Citation: ELT Journal v51 n2 p106-16 Apr 1997 Publication Date: 1997-00-00 ISSN: ISSN-0951-0893 Language: English Document Type: Reports (141); Journal Articles (080) Journal Announcement: CIJOCT1997 Abstract: Examines an in-service training session developed for use in the state sector in Thailand that aims to help teachers come to terms with some of the problems inherent in large classes. The article is based on the author's previous experience in Thailand and his continuing involvement there in teacher development. (11 references) (Author/CK) Descriptors: Class Activities; *Class Size; Consciousness Raising; Context Effect; Foreign Countries; *Inservice Teacher Education; Interaction Process Analysis; Learning Strategies; *Problem Solving; *Professional Development; *Teacher Role; *Teacher Student Relationship Identifiers: *Thailand EJ535201 CE530118 Sustained Inquiry in Education: Lessons from Skill Grouping and Class Size. Author: Mosteller, Frederick; And Others Availability: Journal Citation: Harvard Educational Review v66 n4 p797-842 Win 1996 Publication Date: 1996-00-00 ISSN: ISSN-0017-8055 Language: English Document Type: Information Analyses (070); Journal Articles (080) Journal Announcement: CIJMAY1997 Abstract: Review of tracking research reveals a small number of well-designed studies with equivocal results. The Tennessee Class Size Study demonstrates convincingly that student achievement is better in smaller K-3 classes and the effect continues later in regular-sized classes. More randomized, controlled field trials such as this are needed. (SK) Descriptors: *Ability Grouping; Academic Achievement; *Class Size; Elementary Education; Longitudinal Studies; Research Needs; *Teacher Student Ratio; *Track System (Education) Identifiers: Tennessee EJ510694 RC510874 Instructional Flexibility in Rural and Suburban Secondary Schools in North and North West Queensland: A Comparative Analysis. Author: Staunton, Mike Availability: Journal Citation: Education in Rural Australia v5 n1 p9-23 1995 Publication Date: 1995-00-00 ISSN: ISSN-1039-0026 Language: English Document Type: Reports (143); Journal Articles (080) Journal Announcement: CIJJAN1996 Abstract: Surveys, interviews, and classroom observation revealed no difference in instructional flexibility between Australian rural and suburban secondary teachers. Despite smaller class sizes, rural teachers followed a dais-based model of information delivery. Adherence to an assessment-driven work program precluded attention to differences in student learning styles. Contains 58 references. (JAT) Descriptors: *Class Size; *Cognitive Style; *Educational Strategies; Foreign Countries; Professional Autonomy; Rural Schools; Secondary Education; Secondary School Teachers; Suburban Schools; Teacher Student Ratio; *Teaching Methods; *Teaching Styles Identifiers: Australia (Queensland); *Flexibility (Teacher); *Teacher Centered Instruction EJ505783 SP524203 Synthesis of Research: Teaching Whole-Group Classrooms. Author: Ornstein, Allan C. Availability: Journal Citation: Peabody Journal of Education v70 n2 p104-16 Win 1995 Publication Date: 1995-00-00 ISSN: ISSN-0161-956X Language: English Document Type: Information Analyses (070); Journal Articles (080) Journal Announcement: CIJOCT1995 Abstract: The article discusses the concept of whole-group instruction. After noting criticism of whole-group instruction, the paper examines research on the effects of class size and academic achievement, classroom tasks, altering instructional variables, and ability grouping. Fifteen practical suggestions for teaching whole groups are included. (SM) Descriptors: *Ability Grouping; Academic Achievement; Class Activities; *Class Size; *Classroom Techniques; Elementary Secondary Education; *Large Group Instruction; Teaching Methods Descriptive Terms: Theme issue title: Teacher Effectiveness: A Look at What Works. EJ501279 EA530564 Teaching Whole-Group Classrooms: What Principals Should Know. Author: Ornstein, Allan C. Availability: Journal Citation: NASSP Bulletin v79 n570 p70-81 Apr 1995 Publication Date: 1995-00-00 ISSN: ISSN-0192-6365 Language: English Document Type: Reports (142); Information Analyses (070); Journal Articles (080) Journal Announcement: CIJAUG1995 Abstract: Explains pros and cons of whole-group instruction and ability grouping, based on research evidence. Whole-group instruction is convenient for teaching the same skills or subject to a class, making assignments, administering tests, setting group expectations, and making announcements. Critics contend that whole-group instruction fails to meet individual students' needs and interests. (37 references) (MLH) Descriptors: *Ability Grouping; *Academic Achievement; *Class Size; *Classroom Techniques; Cooperative Learning; *Large Group Instruction; Secondary Education; *Teaching Methods DocumentsED455220 SP040147Indiana's "Class Size Reduction" Initiative: Teacher Perspectives on Training, Implementation and Pedagogy. Author: Lapsley, Daniel K.; Daytner, Katrina M. Availability: EDRS Price MF01/PC02 Plus Postage. Sponsoring Agency: Indiana State Dept. of Education, Indianapolis. (BBB23802) Publication Date: April 2001 Language: English Pages: 26 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEDEC2001 Abstract: Prime Time is a funding mechanism that allows Indiana school corporations to hire instructional assistants for K-3 classrooms with large enrollments. The goal is the establishment of a favorable student-teacher ratio. In the first evaluation of this program, researchers conducted a stratified random cluster survey of 680 K-3 teachers from across Indiana. In addition to soliciting descriptive information about teacher and aide characteristics, the researchers wanted to determine how teachers typically used aides, how often aides were present in eligible classrooms, and whether teachers with aides altered grouping and instructional practices. Results showed that the presence of instructional assistants was associated with certain teacher grouping and instructional practices. Aides were typically present every day in eligible Prime Time classrooms, although they were often shared among classrooms, making them unavailable for the entire instructional day in any given classroom. Teachers indicated that aides required them to greatly alter their teaching strategies in positive ways, and that Prime Time costs were well justified. The researchers conclude that the "Prime Time strategy" of providing teachers with aides may be as promising a way of encouraging pedagogical best practices as reducing class size. (Contains 15 tables.) (SM) Descriptors: *Class Size; Grouping (Instructional Purposes); *Paraprofessional School Personnel; Primary Education; *Small Classes; Teacher Attitudes; *Teacher Student Ratio; Teaching Methods Identifiers: Indiana; Project Primetime Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). Geographic Source: U.S.; Indiana ED440198 UD033493 How Small Classes Help Teachers Do Their Best: Recommendations from a National Invitational Conference. Institutional Author: National Research Center on Education in the Inner Cities, Philadelphia, PA.(BBB33356) Availability: EDRS Price MF01/PC02 Plus Postage. Journal Citation: CEIC Review, v9 n2 Mar 2000 Sponsoring Agency: Mid-Atlantic Lab. for Student Success, Philadelphia, PA. (BBB33944)@; Department of Education, Washington, DC. (EDD00001) Publication Date: March 2000 Language: English Pages: 26 Document Type: Collected works--Proceedings (021); Collected works--Serials (022) Journal Announcement: RIESEP2000 Abstract: This theme issue provides a synopsis of the step-by-step recommendations generated by participants at a conference on the implementation of class size reduction. It also contains summaries of the commissioned papers on research and practical knowledge about class size reduction. Recommendations focused on the major topic areas of improving organizational and implementation support, professional development focusing on classroom practice, dissemination of the knowledge base about class size, and further research and development needs. The commissioned papers summarized are: (1) "Early and New Findings from Tennessee's Project STAR" (Jayne Boyd-Zaharia and Helen Pate-Bain); (2) "Teacher Aides: An Alternative to Small Classes?" (Jeremy D. Finn, Susan B. Gerber, and Stacey L. Farber); (3) "Why Should Reduced Class Size Lead to Increased Student Achievement?" (Lorin W. Anderson); (4) "Professional Development and Implementation of Class Size Reduction" (Carolyn M. Evertson); (5) "How Might Teachers Make Smaller Classes Better Classes?" (Jere Brophy); (6) "The California Class-Size Reduction Evaluation: Lessons Learned" (George W. Bohrnstedt, Edward W. Wiley, and Brian M. Stecher); (7) "Wisconsin's Student Achievement Guarantee in Education (SAGE) Class-Size Reduction Program: Achievement Effects, Teaching and Classroom Implications" (Alex Molnar, Philip Smith, John Zahorik, Amanda Palmer, Anke Halbach, and Karen Ehrle); (8) "Ten Years of Small Class Size in Burke County, North Carolina" (Pauline Egelson and Patrick Harmon); (9) "Should Class Size Be a Cornerstone for Educational Policy?" (Charles M. Achilles and Jeremy D. Finn); (10) "Using Class-Size Reduction Resources To Create a Learning Community: A Case Report of Gundry Elementary School" (Matthew Hanson); (11) "Part-Time Class Size Reduction at Fall City Elementary" (Kathleen Cotton and Joyce Riha Linik); (12) "Johnson Elementary School: A Case Report" (Caitlin Howley-Rowe); (13) "An Economist's View of Class Size Research" (Alan B. Kreuger); and (14) "School Characteristics and Classroom Practice: Smaller versus Larger Classrooms" (Margaret C. Wang and Judith C. Stull). (SLD) Descriptors: *Class Size; Educational Practices; Elementary Secondary Education; Information Dissemination; Professional Development; Research Needs; *Small Classes; Teacher Student Ratio Geographic Source: U.S.; Pennsylvania ED435590 SP038838 The Benefits of Teaching Small Classes--The Chinese Perspectives. Author: Din, Feng S. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: February 1999 Language: English Pages: 15 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEAPR2000 Abstract: This study investigated Chinese teachers' attitudes about the benefits of teaching small classes. Researchers administered a survey with open-ended questions to a sample of 54 teachers in a mideast Chinese urban school district. The study investigated their responses on issues related to the functions and benefits of having small classes for both teachers and students. Findings indicated that the Chinese urban teachers preferred teaching small classes, perceiving small class size as a beneficial factor not directly related to student achievement. They believed that small classes facilitated more individualized help from teachers, more student-teacher interactions, better classroom management, and a reduced teacher workload. They also believed in teachers encouraging and creating competition among students, which they regarded as important for students in large classes to succeed. Some cultural differences were also found. (Contains 19 references.) (SM) Descriptors: Academic Achievement; *Class Size; Elementary Secondary Education; Foreign Countries; *Small Classes; *Teacher Attitudes; Teachers; Urban Schools Identifiers: China Descriptive Terms: Paper presented at the Annual Meeting of the Eastern Education Research Association (22nd, Hilton Head, SC, February 24-27, 1999). Geographic Source: U.S.; New Jersey ED431009 TM029841 Teaching in Small Classes: What Is the Difference? Author: Achilles, C. M.; Egelson, Paula; Finn, J. D. Availability: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Sponsoring Agency: Spencer Foundation, Chicago, IL. (BBB06744) Publication Date: November 1998 Language: English Pages: 23 Document Type: Information Analysis (070); Speeches/meeting papers (150) Journal Announcement: RIEOCT1999 Abstract: Educational research has provided evidence about the effectiveness of small classes. Overall, research suggests that teachers in small classes find more time for individualized instruction, and that they find more opportunities for enrichment and curriculum changes. Most of the changes seem to have occurred because easing the constraints of a large class allowed the teacher to do what he or she was already inclined to do to improve instruction. The experiences of educators in Burke County (North Carolina) illustrate the advantages of classes of 16 to 18 students in the primary grades. Among other advantages is the ease of implementing a portfolio assessment process. Observations and quantitative data support the expressed opinions of teachers that small classes have many advantages. (Contains 5 tables, 2 figures, and 14 references.) (SLD) Descriptors: *Academic Achievement; *Class Size; Educational Research; *Instructional Effectiveness; Outcomes of Education; Performance Based Assessment; Portfolio Assessment; Primary Education; Teacher Student Ratio Descriptive Terms: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 5-7, 1998). Geographic Source: U.S.; Michigan ED429940 SP038430 The Benefits of Teaching Small Classes Perceived by Chinese Urban School Teachers. Author: Din, Feng S. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: February 1998 Language: English Pages: 16 Document Type: Reports--Research (143); Speeches/meeting papers (150); Test/questionnaires (160) Journal Announcement: RIESEP1999 Abstract: A survey with open-ended questions investigated the attitudes of 54 urban Chinese teachers about issues related to the functions and benefits of having small classes (for both teachers and students). Findings indicated that most of the urban Chinese teachers preferred teaching small classes. While they perceived small class size as a beneficial factor in certain respects, they did not believe that students in smaller classes would necessarily have better achievement. They believed that small classes facilitated more individualized help from teachers, more student-teacher interactions, better classroom management, and reduced teacher workload. They also believed in teachers encouraging and creating competition among students, which they regarded as important for students in large classes in order to attain higher achievement. The teachers regarded external influences and the school environment as important factors in learning. They regarded peer help as important to student success. Some cultural differences between U.S. and Chinese teachers were found. An appendix contains the questionnaire (translated into English). (SM) Descriptors: Academic Achievement; *Class Size; *Classroom Environment; Classroom Techniques; Elementary Secondary Education; Foreign Countries; Questionnaires; *Small Classes; Teacher Attitudes; Teacher Student Relationship; Teachers; Urban Schools Identifiers: China Descriptive Terms: Paper presented at the Annual Meeting of the Eastern Education Research Association (22nd, Hilton Head, SC, February 24-27, 1998). Geographic Source: U.S.; New Jersey ED424045 RC021688 The Functions of Class Size Perceived by Chinese Rural School Teachers. Author: Din, Feng S. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: October 1998 Language: English Pages: 15 Document Type: Reports--Research (143); Speeches/meeting papers (150); Test/questionnaires (160) Journal Announcement: RIEMAR1999 Abstract: A survey containing open-ended questions about class size was distributed to teachers in five schools (3 elementary and 2 secondary) in a rural school district in south China. Responses were received from 55 of 100 teachers surveyed; all had 5 or more years of teaching experience. A class of 50 or more students was considered large, while one with 30 or fewer students was considered small. Virtually all of the teachers preferred smaller classes, but did not regard them as necessarily related to student achievement. Smaller classes were seen as being easier to manage, allowing individualized help to students, facilitating teaching effectiveness, and requiring less work by teachers. The teachers considered outside influences of society and home, as well as the learning atmosphere of school and class, to be important factors in learning outcomes. The teachers tended to encourage competition among students and to create competitive class activities, which they believed facilitate achievement. However, they also believed that peer help was important for student success in large classes. Contains 20 references and an English translation of the questionnaire. (SV) Descriptors: Academic Achievement; *Class Size; Educational Benefits; *Educational Environment; Elementary Secondary Education; Foreign Countries; Questionnaires; *Rural Schools; *Teacher Attitudes Identifiers: *China Descriptive Terms: Paper presented at the Research Forum of the National Rural Education Association (Buffalo, NY, October 14-18, 1998). Geographic Source: U.S.; New Jersey ED419288 EA029049 Success Starts Small (SSS): A Study of Reduced Class Size in Primary Grades of a Fully Chapter-1 Eligible School. Author: Achilles, C. M.; Kiser-Kling, Karen; Aust, Ann; Owen, Jean Availability: Publication Date: 1995-04-00 Copy Availibility: EDRS Price MF01/PC04 Plus Postage. Language: English Pages: 90 Document Type: Reports (143); Speeches, Conference Papers (150); Tests, Evaluation Instruments (160) Journal Announcement: RIEOCT1998 Abstract: As poverty, dysfunctional families, and special needs continue to affect students, educators seek improved ways to start children in formal education. One such approach is to lower the teacher-to-pupil ratios, and recent research shows that this method positively influences pupil achievement. How the process works is not well understood. To fill this gap in knowledge, an examination of how teachers teach in these classrooms is provided in this report. The study describes life in a primary-grade classroom (with a low teacher-pupil ratio) in a fully Chapter 1-eligible school. Procedures for the research included interviews, structured classroom observations, informal classroom visitations, and the comparison of project school processes with research, other small-class settings, and regular or non-small settings. The focus was on first grade results, with comparisons offered for kindergarten and second grade. Findings show that comparisons of the pre- and post-observations of teachers indicated few observed changes in their behaviors following inservice activities. However, teachers in small classes demonstrated high levels of individualized instruction and minimal discipline problems. Factors such as space and materials facilitated instruction, and pretests and posttests indicated that students' performance in the small classes (n=14) were significantly better than those in the larger (n=23) classes. (RJM) Descriptors: Academic Achievement; *Class Size; Classroom Environment; Comparative Analysis; Correlation; *Grade 1; Primary Education; *Program Effectiveness; *Small Classes; Teacher Student Ratio; Teacher Student Relationship Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995). Level: 1 Geographic Source: U.S.; North Carolina ED409123 PS025650 The Effects of Major Changes in Class Size on Teacher-Pupil Interaction in Elementary School Classes in England: Does Research Merely Confirm the Obvious? Author: Hargreaves, Linda; And Others Availability: Publication Date: 1997-03-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 17 Document Type: Reports (143); Speeches, Conference Papers (150) Journal Announcement: RIENOV1997 Abstract: Given the failure of previous research to find consistent effects of class size on students' achievement, this study examined whether teachers in British elementary schools changed their behavior in ways conducive to learning when they worked with classes significantly smaller than average. Seven pairs of elementary school teachers judged as experts by their head-teachers participated in the study, one of each pair in a maintained sector school and one in a private sector school. Fourteen teaching sessions were observed in which teachers presented the same or similar lessons in both large (mean class size 28.8) and small (13.6) class settings. Findings indicated that individual attention was positively, though not significantly, related to class size. Sustained interactions, which allowed children time to think and offer extended and reasoned responses to questions, were more often used in smaller classes. Short, nonextended individual teacher-student interactions tended to increase with class size. There were significant positive correlations between class size and teachers' use of general monitoring and engagement in routine management interactions. Task-focused interactions were negatively but not significantly associated with class size. Challenging questions were used more often in smaller classes. Teachers in larger classes tended to use critical control statements more frequently than teachers in smaller classes. Results suggest that since expert teachers were likely to be proficient at adapting strategies to new situations, teachers may need training in strategies which can be applied with small classes. Schools might also consider creating small classes on a regular basis for some lessons. (Contains 16 references.) (Author/KDFB) Descriptors: *Class Size; Classroom Environment; *Elementary Education; Foreign Countries; Outcomes of Education; Questioning Techniques; *Small Classes; Teacher Behavior; Teacher Response; Teacher Student Ratio; *Teacher Student Relationship; Teaching Methods Identifiers: England Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). Level: 1 Geographic Source: United Kingdom; England |