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Grade Teacher, 1969
An approach to teaching based on the English infant school where "youngsters aged from five to 10 work in specially adapted, child sized environments, doing whatever they want. Part of a longer special report which is available from: Grade Teacher Reprints, 23 Leroy Ave., Darien, Conn. 06820 (No. 91291, 75J) (Author/AP)
Descriptors: Class Organization, Classroom Environment, Individualized Instruction, Individualized Reading

Sandby-Thomas, Mary – Journal of Research in Reading, 1983
Reveals a clear relationship between teachers' aims and objectives and choice of class organization and that pupils taught in classes in which reading is heard in groups achieve higher reading standards than do those taught individually. Shows also the effects of time on the quality of instruction. (FL)
Descriptors: Class Organization, Grouping (Instructional Purposes), Primary Education, Reading Achievement
Instructor, 1982
Over 30 activities for elementary school classes during the first week of school are described. Ideas are included for a first day checklist, correct pronunciation of names, getting acquainted games, and classroom organization hints. (CJ)
Descriptors: Class Activities, Class Organization, Classroom Design, Classroom Techniques

Wilson, Kenneth; Reiser, Christa – Teaching Sociology, 1982
Describes an alternative to lecturing in the introductory college-level sociology class. The alternative is an "active" course involving students in teaching others, having students look for and evaluate information, and encouraging students to work together.
Descriptors: Class Organization, Course Objectives, Higher Education, Introductory Courses

Hill, Susan S.; And Others – TESOL Quarterly, 1982
Presents a discussion of experimental-research paper organization and a method for teaching reading and writing of papers to ESL students. (EKN)
Descriptors: Class Organization, English (Second Language), Higher Education, Reading Skills

Johnson, David W.; And Others – American Educational Research Journal, 1980
The effects of interpersonal cooperation, competition, and individualistic efforts were compared on a categorization and retrieval, a spatial-reasoning, and a verbal problem-solving task. Forty-five first-grade children were stratified on the basis of sex and ability. Students in the cooperative condition achieved best. (Author/CTM)
Descriptors: Academic Ability, Class Organization, Competition, Cooperation
Dyson, Anne Haas; Jensen, Julie M. – Momentum, 1981
The authors assert that school writing programs inhibit students through meaningless topic assignments and emphasis on the technical aspects of transcription rather than the really basic skill of composing. They describe a first-grade classroom ideal for writing instruction, where the teacher collaborates in children's writing, instead of teaching…
Descriptors: Basic Skills, Class Organization, Elementary Education, Grade 1

Beyer, Barry K. – Clearing House, 1981
The author identifies three basic guidelines and some procedures that can be used to implement student-planned individualized learning in any subject in intermediate and secondary grades. He discusses the benefits of individualized study to both students and teachers. A student planning form is included. (Author/SJL)
Descriptors: Class Organization, Independent Study, Individualized Instruction, Intermediate Grades

Page, Warren – American Mathematical Monthly, 1979
A summary-review strategy for use in mathematics classes is presented. Specific objectives attainable through use of this strategy are outlined and two procedures for using the small-group strategy are given. (MK)
Descriptors: Class Organization, College Mathematics, Higher Education, Mathematics Instruction

Felmlee, Diane; Hallinan, Maureen T. – Journal of Classroom Interaction, 1979
Friendship choices were found to be distributed more evenly in classrooms where greater student interaction is permitted. (JD)
Descriptors: Children, Class Organization, Classroom Environment, Elementary Education

Romberg, Thomas A. – National Council of Teachers of Mathematics Yearbook, 1977
Individually Guided Education (IGE) in elementary mathematics is explained and described. The basic assumptions about the nature of students and their learning of mathematics are set forth, and the steps needed to plan and organize an IGE program are detailed. (SD)
Descriptors: Class Organization, Elementary Education, Elementary School Mathematics, Evaluation

Hackmann, Donald G. – Middle School Journal, 2002
Explains why block scheduling has become accepted practice at the secondary level and describes potential benefits for middle level schools. Shares common scheduling approaches and discusses their appropriateness for use at the middle level. Presents alternative models that would permit middle school faculties to capitalize on the benefits of…
Descriptors: Block Scheduling, Class Organization, Flexible Scheduling, Middle Schools
Minner, Sam; Prater, Greg – Academic Therapy, 1989
Factors in the physical arrangement of special education classrooms that may lead to greater instructional control and structure include teacher proximity and view, separation of space, and reduction of extraneous stimuli. The issue of making classrooms more relaxed and home-like versus structuring them like regular classes to prepare students for…
Descriptors: Class Organization, Classroom Design, Classroom Environment, Design Requirements
Tharp, Roland G.; Gallimore, Ronald – American Educator: The Professional Journal of the American Federation of Teachers, 1989
A new definition of teaching must replace traditional modes of instruction. Intellectual growth is best encouraged by assisting, rather than assessing, student performance. Classrooms must be settings which maximize opportunities for participation and conversation. Definitions and practical applications are given for Vygotsky's term "zone of…
Descriptors: Class Organization, Cognitive Style, Curriculum Development, Educational Change

Anderson, Lorin W.; Pigford, Aretha – Journal of Classroom Interaction, 1988
This article examines the teacher's contribution to the indirect effect that within-classroom grouping has on student achievement. Two distinct types of groups (ability groups and peer work-groups) are discussed and recommendations made for effective use of within-class grouping. (IAH)
Descriptors: Ability Grouping, Class Organization, Cooperative Learning, Elementary Secondary Education