scholarly journals Can Small Class Policy Close the Gap? An Empirical Analysis of Class Size Effects in Japan

2013 ◽  
Vol 65 (3) ◽  
pp. 253-281 ◽  
Author(s):  
Hideo Akabayashi ◽  
Ryosuke Nakamura
Keyword(s):  
Empirical Analysis ◽  
Size Effects ◽  
Class Size ◽  
Small Class

scholarly journals Class size effects in higher education: Differences across STEM and non-STEM fields

2021 ◽  
Vol 82 ◽  
pp. 102104
Author(s):  
Elif Kara ◽  
Mirco Tonin ◽  
Michael Vlassopoulos
Keyword(s):  
Higher Education ◽  
Size Effects ◽  
Class Size ◽  
Stem Fields

An Experimental Study of the Effects of Class Size

1980 ◽  
Vol 17 (2) ◽  
pp. 141-152 ◽  
Author(s):  
Stan M. Shapson ◽  
Edgar N. Wright ◽  
Gary Eason ◽  
John Fitzgerald
Keyword(s):  
School Districts ◽  
Size Effects ◽  
Class Size ◽  
Process Variables ◽  
Mathematics Problem Solving ◽  
Reading Vocabulary ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Method Of Instruction ◽  
Mathematics Problem

The study investigated the effects of four class sizes (16, 23, 30, and 37) on teachers’ expectations; the attitudes and opinions of participants (students and teachers); student achievement in reading, mathematics, composition, and art; student self-concept; and a variety of classroom process variables (e.g., teacher-pupil interaction, pupil participation, method of instruction). Teachers and students were randomly assigned to a class size in Grades 4 and 5. A total of 62 classes in three school districts in Metropolitan Toronto participated in the two-year study. Findings indicated that teachers had definite expectations of class size effects that subsequently were reported to be confirmed by their experience in the study. However, most other results failed to support teachers’ opinions. Few of the observed classroom process variables were affected by class size. Although students’ mathematics-concept scores were higher in size 16 than 30 or 37, there were no class size effects for the other achievement measures (reading, vocabulary, mathematics-problem solving, art, and composition) or for students’ attitudes and self-concepts.

Teachers' Self-Disclosure Sought by College Students

1985 ◽  
Vol 60 (3) ◽  
pp. 783-787 ◽  
Author(s):  
Madeline L. Simpson ◽  
Freda McCombs ◽  
Ellery Sedgwick ◽  
Rosemary Sprague
Keyword(s):  
College Students ◽  
Interpersonal Relationships ◽  
Size Effects ◽  
Classroom Behavior ◽  
Cultural Norms ◽  
Grading Practices ◽  
Small Class ◽  
Self Disclosure ◽  
Personal Traits

Students in Psychology, English, and Natural Science were invited to submit questions for information deemed by them pertinent to success in a course. A 13-category classification of the 1030 items collected from 194 students showed dominance of personal and teacher-related questions. Mean number of questions for upper classmen were consistently lower than those for lower classmen, this being interpreted as a normative and developmental tendency. Types of questions were restricted to cultural norms that centered on personal traits, interests, attitudes, opinions, and work of the target person, rather than on interpersonal relationships, morality, sex, and personal concerns. Analysis of class-size effects indicated that students attending a large class asked significantly more questions than those attending a small class in one of the four categories assessed, grading practices. Lower classmen tended to ask more questions about acceptable classroom behavior than upper classmen.

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