The CLASS-PreK instrument is widely used to evaluate early childhood classrooms, but how classrooms using Montessori, the world's most common alternative education system, fare on CLASS is understudied. Because CLASS focuses largely on teacher-child interactions as the situs of learning, but in Montessori theory, child-environment interactions are…

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System--Secondary. After accounting for prior…

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System--Secondary. After accounting for prior…

The quality of classroom interactions has typically been studied using aggregates of ratings over time. However, within-day ratings may contain important variability. This study investigated within-day variability using the NICHD Study of Early Childcare and Youth Development's observational data during grades 3 and 5. The first question examined…

The present study examines the following hypotheses: (1) James' Classroom Inventory to Describe the Use of Physical Space is suitable for use in a Caribbean school setting; and (2) the size of the Jamaican primary classroom bears no relationship to the number of children to be accommodated. (Author/AM)

Describes an Illinois school district's successful effort to boost its early education program by reopening an older school and putting all three-to-six year olds into smaller classes under one roof. Success came from careful planning, a close working relationship with community members, smart public relations, and a good product showing strong…

The author, Deputy Head of Chalk Dell Infant School in Hertford, England, reviews research on the effects of class size and analyzes her own experience with a class of 33 and a class of 23 students. (Editor/SJL)

This volume is a synthesis of interviews conducted with 48 teachers who are infusing their large classes (over 100 students) with small-group activities or are working explicitly to create student communities within large classes. The chapters are: chapter 1, "The Argument for Making Large Classes Seem Small" (James L. Cooper and Pamela…

CLASSES WERE DIVIDED EXPERIMENTALLY INTO FIVE OR SIX SMALL GROUPS. EACH GROUP WORKED TOGETHER FOR A PERIOD OF 1 MONTH. EACH OF THE EIGHT PARTICIPATING TEACHERS SELECTED ONE TO SIX PUPILS IN HIS CLASS WHO WERE EITHER DISRUPTIVE OR WITHDRAWN. THESE CHILDREN WERE CALLED THE TARGET PUPILS. THREE TIMES EVERY MONTH THE TEACHER RECORDED THE INTERACTION…

Updates an earlier report to underscore the inadvisability of imposing large sections of freshman composition students on reluctant departments and to promote further discussion of the issues raised by the program. Discusses some of the more controversial implications raised by the program. (RS)

A survey of 900 Nottinghamshire primary teachers showed that, although they have great freedom in structuring their classes, most of those dealing with children over seven opt for highly traditional teaching methods. Survey results on class organization, class size, use of aides, and preferred instructional materials are summarized. (SJL)

Examines the effects of class size on student achievement in classrooms in which teachers use whole class instruction and those in which students are in ability groups. Results suggest that classroom pedagogical practices mediate the affect of class size on learning. (SA)

This is a report of a study designed to discover the nature of interactions between teachers and students in regular-size classes (25 or more students) and small-size classes (fewer than 18 students). It also describes the efforts of one public school to maintain smaller classes. A review of the literature and observations of 11 primary classrooms…

The effects of class size, classroom organization, and grade on friendship choice and clique formation were examined using cross-sectional and longitudinal sociometric data. Classroom characteristics affected friendliness and popularity, incidence of cross-sex friendships, number of social isolates per class, and number and size of cliques.…

In this ethnographic study, four context variables emerged as having importance for teacher behavior: lesson type (new material, continuing topic, review); subject matter; size of instructional group (whole class, small group, individual); and time of day or week. Teacher behavior categories analyzed were: diagnostician, designer, facilitator,…