Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: Carl Corter.

Thesis (Ph. D.)--University of California, San Diego, 2005. / Vita. Includes bibliographical references.

Thesis (D.A.)--Illinois State University, 1995. / Title from title page screen, viewed May 1, 2006. Dissertation Committee: Tony Ostrosky (chair), Ray Cohn, James Johnson, David Ramsey, Mark Walbert. Includes bibliographical references (leaves 75-81) and abstract. Also available in print.

In this qualitative study, the phenomenon of large class teaching in South African secondary schools is investigated. It was concluded that since large classes will be a feature of the South African teaching context for many years to come due to financial constraints, educators and educational planners should explore and implement coping strategies instead of becoming demoralised by the situation. The study provides several instructional guidelines for implementation in large classes in the South African context. The focus of these guidelines is on large class management and effective teaching in large classes. The possibilities of strategies such as whole group instruction, cooperative learning, peer teaching, groupwork and the proper organisation of classroom space are investigated. / Educational Studies / M. Ed. (Didactics)

Includes bibliography. / The study takes the work of three teachers to examine whether the popular belief of "small is better" is substantiated in the practice of these teachers. The study observes and analyses the classroom instruction of each of these teachers in a small class as well as in a large class. The observation is done with the use of an observation schedule, and the analysis of data is done within a Vygotskian framework. The study shows that the pedagogy and the teaching style of the three teachers does not change when they teach differently sized classes. In other words, their classroom practice is the same for both the small and large classes. The study further shows that the pedagogy of the teacher determines the effectiveness or quality of instruction, and that class size does not impact, either positively (in the case of the small class) or negatively (in the case of a large class) on the effectiveness or quality of instruction.

This study is designed to try to determine if faculty productivity as measured by the average number of student credit hours produced by each faculty member in selected units of two private universities of similar size is a significant variable in the financial conditions of the two institutions. The data are collected from the two institutions. The data are collected from the two institutions for the second semester of the 1970-71 academic year.

This dissertation explores the effectiveness and consequences of three distinct education policies. The first chapter analyzes the effects of high school exit exams on graduation, employment and wage outcomes. We construct a state-graduation year cohort dataset using the Current Population Survey data, US Census data and information on the timing and difficulty of exit exams in different states. Using this dataset we analyze within-state variation in outcomes overtime. Overall, we find relatively modest effects of high school exit exams. We do not find consistent effects on graduation rates for exit exams that assess academic skills taught below the high school level; however, we find that more challenging standards-based exams reduce graduation rates. We also find that about one-half of the reduction in graduation rates associated with exit exams is offset by an increase in GED rates. Our analysis of labor market outcomes suggests that exit exams increase employment rates, but we find no effect of exit exams on the distribution of wages. Chapter two analyzes the institutional consequences of the California Class-Size Reduction (CSR) program. This program provides incentive funding if schools limit the class-size in grades K-3 to twenty or fewer students. We find that some schools and school districts limit their enrollment levels in order to maximize the CSR subsidy payment. In particular, the distribution of grade and district enrollments exhibits a prominent pattern of peaks that occur at multiples of twenty, where CSR payment is the largest. In order to achieve exact enrollment levels, schools must be reassigning students above the desired thresholds to nearby schools or nearby school districts. We also find that schools that limit their enrollments are well-performing schools with a low percentage of students who receive free or reduced price meals. The last chapter analyzes the academic consequences of the Texas Top 10 Percent Law. In 1998, state universities in Texas began using high school class rank as the sole factor in university admissions. This policy was implemented to increase enrollment of minority and economically disadvantaged students, but it generated criticism that such beneficiaries of rank-based admissions lack the academic preparation necessary to perform well in college. I test this claim by analyzing academic performance of rank-eligible students who attended UT Austin before and after the law. To account for grade inflation I use a difference-in-differences framework with students not eligible for rank-based admissions as controls. The difference-in-differences estimates may be overstated, however, because academic quality of the control group may have increased after the law. I use propensity score matching methods to correct for this. Finally, I correct for the confounding effects of GPA ceiling on the difference-in-differences estimates. Both the baseline and the adjusted estimates suggest that mean college GPA of rank-admitted students declined after the law.

It is generally recognized that the State of Utah attempts to provide schooling to a higher proportion of youth than other states in the nation. Utah has the largest proportion of high school graduates (50 per cent) in its adult population, and also the highest median school years completed (12.2 years) by adults 25 years old and older. These are some of the highlights of the 1961 edition of the "Rankings of the States," an annual publication in which the National Education Association compares all 50 states in terms of educational effort and achievement.

The purpose of this study was to investigate whether ethnicity, gender, grade level and content area mediate the relationship between class size and student achievement. Twenty six educational research studies were collected for this meta-analysis. A meta-analytical approach using like data sets were used to report the most accurate information. Fixed and random effect models were used to ensure the distribution across different studies. A total of three studies were meta-analyzed for this research. The studies included in this research examined class size and student achievement for students in grades K-7. This research examined whether there was a mediating effect on ethnicity, gender, grade level, and content area in the class size and student achievement studies collected and correlated. The results indicate that smaller class size does have a positive impact on student achievement when mediated by ethnicity, grade level, and content area. When examining ethnicity as a mediating factor, a stronger correlation exists for minority students than for whites. When examining grade level as a mediating factor results indicate that a stronger correlation exist for lower grades K-3 than upper grades 4-7. A stronger correlation is present in the content area of reading as compared to other content areas when it was used as a mediating factor. When examining gender as a mediating factor, the largest effect sizes were reported for females in reading as opposed to males in math, both for first grade. These results correlate with those presented in other mediator sections of the study. The results found in this research will contribute to the literature concerning class size and student achievement and will help inform educational policy makers regarding class size as an educational issue.

General Chemistry II is a common chemistry course that is required for professional school such as, medical, dental, optometry schooling. Considering that it historically has a high drop, fail, withdrawal rate, it is surprising that less than 10% of students in chemistry II attend tutoring at the Student Academic Resource Center (SARC). In this tutoring center, sessions are led by students who have excelled previously in that specific course. The objective of this research is to investigate the relationship between student motivation and attendance in SARC peer tutoring sessions for chemistry II. More precisely, to better understand the connection between those who have a motivation of getting a good grade and learning the material and those who attend tutoring. In order to gain insight on a student’s motivation to attend sessions in SARC, a survey was distributed to those taking the class currently. Two modes were used including paper survey and online. Findings from this investigation will lead to suggestions to increase SARC chemistry tutoring attendance which could positively impact the success of STEM students on UCF's campus.