An Experimental Study of the Effects of Class Size

Shapson, Stan; Wright, E.N.; Eason, Gary; FitzGerald, John

doi:10.2307/1162479

Cited by 29 publications

(62 citation statements)

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“…Furthermore, it is also suggested that for students attending classes with lower size, there is lower probability to fail the class or to drop out of school and that there are more advantages for students in classes of smaller size (Hattie, 2002). Apart from academic achievement, it is emphasized that teachers have a more positive attitude toward teaching in smaller classes and that they better enjoy teaching and managing small classes (Shapson, Wright, Eason, & Fitzgerald, 1980). In lower class size conditions, students have better opportunities to take responsibility in the classroom and teachers spend less time ensuring classroom discipline, and thus have more time to interact with students (Bourke, 1986).…”

Section: Discussionmentioning

confidence: 99%

Analysis of Student and School Level Variables Related to Mathematics Self-Efficacy Level Based on PISA 2012 Results for China-Shanghai, Turkey, and Greece

Usta¹

2016

EDUC SCI-THEOR PRACT

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This study aims to analyze the student and school level variables that affect students' self-efficacy levels in mathematics in China-Shanghai, Turkey, and Greece based on PISA 2012 results. In line with this purpose, the hierarchical linear regression model (HLM) was employed. The interschool variability is estimated at approximately 17% in China-Shanghai, approximately 22% in Turkey, and approximately 23% in Greece.This study showed a positive association between variables of self-confidence, teacher support, and attitude toward school, all of which are among Level 1 variables, and mathematics self-efficacy in all three countries.A negative association was observed to exist between the variables socio-cultural index and educational opportunities at home and mathematics self-efficacy in all three countries. While pre-school education in ChinaShanghai and Turkey were negatively associated with students' mathematics self-efficacy levels, the same variable was positively associated with students' mathematics self-efficacy in Greece. While the variable mathematical anxiety was negatively associated with students' mathematics self-efficacy in China-Shanghai and Greece, it was positively associated with students' mathematics self-efficacy in Turkey. The variable interest in mathematics, in turn, was negatively associated with mathematics self-efficacy solely in ChinaShanghai. Regarding the association between mathematics self-efficacy levels and the school level variables, a near-zero positive association was found between class size, deemed significant for Turkey, and self-efficacy levels. The association between teacher to student ratio in school and self-efficacy levels was found to be negative in all three countries. The variable teacher' s morale, however, was positively associated with self-efficacy level in China-Shanghai and Turkey.

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Section: Discussionmentioning

confidence: 99%

Analysis of Student and School Level Variables Related to Mathematics Self-Efficacy Level Based on PISA 2012 Results for China-Shanghai, Turkey, and Greece

Usta¹

2016

EDUC SCI-THEOR PRACT

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“…B. Shapson, Wright, Eason & Fitzgerald, 1980;Smith & Glass, 1979). Einzig Raudenbush et al (1992) Hargreaves, 2000;Zembylas, 2002).…”

Section: Ursachen Inter-und Intraindividueller Variabilität Emotionalunclassified

Emotionales Erleben von Lehrkräften beim Unterrichten

Frenzel

Götz

2007

Zeitschrift für Pädagogische Psychologie

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Teachers' Emotional Experiences During TeachingAbstract. This study aimed at determining the degree of variability of teachers' emotions during teaching which is attributable to teacher personality, to the subject taught (here: math vs. science), and to the group of students taught. In addition, we analyzed how personal and contextual characteristics influenced the teachers' emotional experiences. 59 secondary school teachers (9 female) rated their experience of enjoyment, anxiety, and anger during teaching with a questionnaire and a diary in reference to four different groups of students (two math and science each). Multilevel analysis of variance showed that anxiety and enjoyment were more person-than context-specific, while anger was equally dependent on the teachers' personality and on the specific group of students taught. The emotional experiences during teaching were not subject-specific when controlling for context specificity. Multilevel regression analyses provided evidence that teachers' emotional experiences are related to their locus of control regarding teaching success, but also to class size and to the levels of student understanding, motivation and discipline during the lessons. The relevance of the findings for educational practice are discussed.

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“…We 29 See Richman (1955) ;Cahen, Filby, McCutcheon, & Kyle (1983); Shapson, Wright, Eason, & Fitzgerald (1980); Achilles (1999); Lindbloom (1970); Johnston (1989);and Molnar, Smith, Zahorik, Palmer, Halbach, & Ehrle (1999, pp. 165-177 have found nothing to overturn a similar conclusion reached by Robert Slavin (1989, p. 106) over 10 years ago:…”

Section: Evidence From Survey Analysesmentioning

confidence: 99%