How Smaller Is Better: Some Relationships Between Class Size, Teaching Practices, and Student Achievement.

Bourke, Sid

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Peer reviewed

ERIC Number: EJ351744

Record Type: Journal

Publication Date: 1986

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How Smaller Is Better: Some Relationships Between Class Size, Teaching Practices, and Student Achievement.

Bourke, Sid

American Educational Research Journal, v23 n4 p558-71 Win 1986

The mathematics lesson of 63 Year 5 Australian teachers were observed over a term. A casual model linking student, school, and teacher background information, class size, teaching practices, and mean class mathematics achievement was developed for testing the relationship between class size, teaching practices, and student achievement. (Author/JAZ)

Descriptors: Academic Ability, Class Size, Classroom Observation Techniques, Classroom Techniques, Foreign Countries, Grouping (Instructional Purposes), Homework, Intermediate Grades, Mathematical Models, Mathematics Achievement, Mathematics Teachers, Teaching Experience

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Australia

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