Dade Cty. To Begin New Chapter 1 Plan
- State Board and Teachers' Union Settle Dispute Over Class Size. // Education Week;9/7/1988, Vol. 8 Issue 1, p2
The article reports on the forged settlement by the Minnesota Education Association (MEA) and the state board of education in the U.S. This settlement will eliminate a regulation allowing school districts to circumvent a state-mandated class-size restrictions was approved by the board. But the...
- BY THE NUMBERS. Darr, Deanna // Boise Weekly;8/24/2011, Vol. 20 Issue 9, p12
Statistics are presented related to the school districts in the U.S. including the percentage of students who take chemistry, the number of students enrolled in Idaho public schools, and the ratio of teacher and students.
- 95% of Calif. districts get aid to cut class size. Bradley, Ann // Education Week;12/11/96, Vol. 16 Issue 15, p8
Reports that ninety-five percent of California's school districts has qualified for the state's class-size-reduction program. Number of district applicants; Appropriations for the program.
- Coping with class size reduction in California. Turley, Steve; Nakai, Karen // Educational Leadership;Feb98, Vol. 55 Issue 5, p40
Focuses on how school districts in California has coped with class size reduction. Offering of full-time, paid positions to uncertified student teachers; Dilemma of maintaining high standards while responding to state needs. INSET: Aspiring teachers consider the emergency permit option..
- Budget shortfall prompts DeKalb County (Ga.) district to look at larger class sizes. // American School & University Exclusive Insight;5/17/2012, p2
The article reports that the DeKalb County school district in Georgia wants to increase the ratio of student-teacher by three per classroom to address a projected 73 million U.S. dollars budget shortfall.
- Student Question Asking in the Classroom. Cayanus, Jacob // Conference Papers -- National Communication Association;2007, p1
The current study attempted to discover reasons for why students do and do not ask questions in the classroom. Results from interviews indicated six categories for why students ask questions (clarity, the teacher, participation, other students, class size and other) and five categories for why...
- Why class size effects cannot stand alone: Insights from a qualitative exploration. Englehart, Joshua // Learning Environments Research;2011, Vol. 14 Issue 2, p109
Because of the variety of elements in the classroom which influence student behaviour, and the interaction among those elements, isolating predictable effects of any one of them, such as class size, is not possible. This qualitative study illustrates this concept through the description of...
- On the distance between a teacher and a class. // Teaching Mathematics & its Applications;Jun2007, Vol. 26 Issue 2, p89
The main aim of this article is to explore models of a teacher addressing a class sitting in a rectangular classroom or lecture theatre and derive central measures of the distance between the teacher and the class or between a lecturer and an audience. This involves an interesting range of...
- Teacher and Classroom Characteristics and Their Relations to Mathematics Achievement of the Students in the TIMSS. Aky�z, G�zde; Berberoglu, Giray // New Horizons in Education;May2010, Vol. 58 Issue 1, p77
Background: Teacher-related factors such as gender, experience, conceptions related to mathematics, instructional practices have effects with various magnitudes on students' mathematics achievement. Classroom related factors such as class size, class climate and limitations to teaching and their...