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Essay / Research Paper Abstract
This 32 page paper investigations the relationship between class size and student achievement. The introduction provides an overview of the information available. Part 1 provides an historical overview of the research on class size dating back to 1909. Those early studies did not find any positive correlation but they were riddled with problems that were overcome with better research designs and the introduction of standardized tests. Part 2 offers a literature review of more recent studies that have focused on the relationship between class size and student achievement. Despite clean, empirical studies over the last two decades, the controversy regarding large versus small class size and student achievement still exists. The writer explains why. The discussion and conclusion section ties the research together to make a generalized conclusion that the students who benefit the most from small class sizes in the primary grades are minority inner city students. Data are included. Bibliography lists 22 sources.
Page Count:
32 pages (~225 words per page)
File: MM12_PGclssz4.rtf
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Unformatted sample text from the term paper:
may also be a very expensive excuse for instructional failure. Chester E. Finn, Jr., Assistant Secretary of Education. (Mitchell, Carson, Badarak. 2002). Introduction Common sense would suggest that reducing the
number of students in each classroom would have positive effects. Teachers would have more time to devote to each student, thereby providing more personal attention to each student in the
classroom. That should help each child learn more. Research does not always support this premise and conclusion, however. Assistant Secretary Finns remark places the issue of class size into a
very clear and very challenging perspective (Mitchell, Carson, Badarak, 2002). Are the beliefs of educators regarding the negative impact of large class size only a conclusion based on their own
judgement? Do those beliefs have any empirical data to support them? Or, is it as Finn suggested - nothing more than a convenient excuse for the poor performance of students
that takes all the responsibility off the teachers or the educational system per se? If class size really does have a definitive positive impact on student performance, then a significant
increase in human and fiscal resources need to be dedicated to educating students in smaller classes (Mitchell, Carson, Badarak, 2002). If, by contrast, instructional methodology, curriculum or technology can increase
student performance, then the focus and expenditures should be dedicated to these arenas (Mitchell, Carson, Badarak, 2002). Trying to find and sift through research regarding this issue is like
trying to find the proverbial needle in a haystack. We are wrought with claims and counterclaims. Then, there are the conclusions that have been made relative to interpreting whatever data
do exist and whether or not those interpretations are valid (Mitchell, Carson, Badarak, 2002). The interpretations are riddled with controversy. For example, one author strongly argues: "...despite the volume of
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