Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 30, 2006. Dissertation Committee: Patricia Klass (chair), Paul Baker, Larry McNeal, Thomas F. Ryan. Includes bibliographical references (leaves 109-112) and abstract. Also available in print.

Thesis (Ed. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains vi, 159 p. : ill. Includes abstract. Includes bibliographical references (p. 154-159).

Thesis (Ph. D.)--Ohio State University, 1933. / Type-written. Includes bibliographical references (leaves [164]-166). Available online via OhioLINK's ETD Center

This study investigated the impact of Virginia's K-3 Primary Class Size Reduction Program on student achievement in reading. The theoretical framework hypothesized that a reduction in class size and sustained professional development would impact instructional strategies implemented by teachers which would result in increased reading achievement by students. Information regarding the history of class size research was presented to provide readers with a chronological overview of the topic. In addition, statewide class size reduction initiatives from Indiana, Tennessee, Wisconsin, and California were reviewed. Data were collected using administrator and teacher surveys as well as an analysis of the Virginia Standards of Learning Assessments for Grade 3 English and the Phonological Awareness Literacy Screening (PALS) results for schools participating in the research study. The findings revealed that the Virginia K-3 Primary Class Size Reduction Program benefited grade 3 students according to gender, ethnicity, and socioeconomic status. <i>Vita removed at the author's request. GMc Feb. 4, 2013</i> / Ph. D.

published_or_final_version / Education / Master / Master of Education

The school board of a school district in South Carolina has proposed to increase class size in all schools due to mandatory budgetary reductions. However, at the secondary school level, the literature on the effect of larger class size on student achievement is conflicting. The theoretical framework by Lazear suggested that the minimization of negative externalities (i.e., problematic behavioral and academic characteristics of students) achieved through the mechanism of smaller class size impacts student learning. Reducing the number of students in a classroom alters the entire classroom environment, creating a more positive learning environment in which students are able to forge better relationships with classmates and teachers. The research question for this study examined whether class size in secondary school predicted student achievement as measured by teacher-issued end-of-course numerical student grades (TIECNSG). The study used a correlational design with a sample of 17,582 TIECNSG from 5 secondary schools in the district. The effect of smaller class sizes on TIECNSG was determined through the use of a linear regression model. For 9 course offerings, an increase in class size resulted in a decrease in TIECNSG, whereas for 8 course offerings, an increase in class size resulted in an increase in TIECNSG. The results of this study, therefore, were inconclusive, suggesting that other unaccounted confounding variables may have affected student achievement. This study can be used to promote positive social change by creating a dialogue between parents and school administrators who often have opposing points of view in terms of the effects of class size. In addition, it is recommended that a district's school board should authorize additional studies prior to taking any course of action that would affect class size at the secondary school level.

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)

published_or_final_version / Politics and Public Administration / Master / Master of Public Administration

In the recent decade or so, the phenomenon of enrollment decline of secondary schools has been clearly observed in Hong Kong. The significance of this phenomenon has grown over time such that the number of public sector schools has had to be reduced. Meanwhile, an alternative to school closure is to reduce the class size of schools which is however not less controversial. On the surface, the arguments against class size reduction include perceived extra cost per student and ineffectiveness of small class teaching in secondary schools. Hidden in the agenda of the Government could be, arguably, the political difficulty to reverse such class size reduction trend when the enrollment rebounds eventually. This dissertation reviews how the Government has reacted to the changing situation and developing public concern on the issue, and cautiously evaluates the effectiveness of the Government’s responses. Then, this dissertation explores the literature in public administration in relation to school retrenchment policies, and hence addresses the Hong Kong case accordingly. Finally, recommendations are made along with rationale for the betterment of managing enrollment decline by means of controlled class size subject to a mechanism to be agreed on. In making these recommendations, it is hoped that the policy direction should point to the future, with an aim to look for positive management opportunities while solving problematic phenomenon at the same time. / published_or_final_version / Politics and Public Administration / Master / Master of Public Administration

There is no abstract available for this dissertation.