Evaluating the SAGE Program: A Pilot Program in Targeted Pupil-Teacher Reduction in Wisconsin

Molnar, Alex; Smith, Philip L.; Zahorik, John A.; Palmer, Amanda; Halbach, Anke; Ehrle, Karen

doi:10.3102/01623737021002165

Cited by 115 publications

(85 citation statements)

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“…Data collection tools consisted of the Comprehensive Test of Basic Skills (reading, language arts, and math), a teacher questionnaire, and teacher interviews. Molnar et al (1999) reported results following 2 years of the program. Results of the achievement test analysis showed positive effects of the smaller classes.…”

Section: Research On Class Size Effectsmentioning

confidence: 94%

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The Centrality of Context in Learning from Further Class Size Research

Englehart

2007

Educ Psychol Rev

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Educational researchers have conducted numerous studies regarding the effects of class size on student learning, yet the disparity of their findings make it difficult to draw overall conclusions. This paper first provides a description of some of the major class size studies in an effort to illustrate this point. Next, a research approach is suggested which might yield more definitive conclusions by carefully accounting for the additional contextual factors which surround class size. In addition to giving particular attention to context, this involves focusing on the mediating effects between class size and achievement and measuring achievement with classroom-level assessments.The role of class size in student achievement in American education is a very contentious issue. Because class size cannot be reduced without incurring significant costs, adoption of a class size reduction program requires very careful consideration based on objective evidence. Evidence does exist which supports the assertion that smaller classes lead to greater student performance. At the same time, however, there is also ample evidence to the contrary. Given these conditions, the class size debate has become politicized. Lartigue (1999) writes that research is often "cherry picked" to support one's argument, with the proposed evidence driven by the attempt to substantiate the argument rather than to objectively contribute to the knowledge base. It becomes quite difficult to navigate the research to arrive at clear conclusions.The fact is that class size is an incredibly complicated construct. It may influence and be influenced by a host of factors that determine its effects. Berlin and Cienkus (1989) describe that size cannot be considered in a vacuum. The data seem to indicate that size factors have some influence on educational outcomes. But this influence is mediated by other factors (such as SES) and there are many social/political/geographic factors which determine the boundaries of school districts, the size of schools, and, of course class size (p. 228).

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Section: Research On Class Size Effectsmentioning

confidence: 94%

“…Most of the teaching techniques used by teachers appear to be the same as what they would use in larger classes. In the smaller classes, however, these techniques were directed at individuals more frequently (Molnar et al, 1999).…”

Section: Research On Class Size Effectsmentioning

confidence: 99%

The Centrality of Context in Learning from Further Class Size Research

Englehart

2007

Educ Psychol Rev

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“…African-American SAGE students had higher mean test scores than African-American non-SAGE students, and they scored significantly higher on every subtest. African-American SAGE students had greater achievement gains relative to those made by white SAGE students, thereby reducing the existing achievement gap at the same time that the gap widened in comparison schools (Molnar et al, 1999).…”

Section: Research On Class Size Effectsmentioning

confidence: 99%

Teacher perceptions of student behavior as a function of class size

Englehart

2006

Soc Psychol Educ

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In an attempt to describe class size effects on student behavior that might be predictable from one setting to the next, the author proposes a social psychology framework. He hypothesizes that social loafing, deindividuation, and social facilitation can explain patterns of student participation, off-task behavior, and in-class performance, respectively, as a function of the size of the class. Data from interviews with eight middle-school teachers suggest that these concepts are marginally applicable to the behaviors in question. At the same time, other class size effects on student behavior are described which may be inherent in class size and thus be reasonably predictable.

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“…In den Forschungen zum Einfluss der Klassengröße stellt die Individualisierung der Lehrerinterventionen eines der wenigen Unterrichtsmerkmale dar, das stabilwenn auch in einigen Studien nur schwach -mit sinkender Schüleranzahl zunimmt. Obwohl sich die Unterrichtsmethoden im Allgemeinen durch die Reduzierung der Schüleranzahl nicht ändern, beziehen sich die Lehrerinterventionen in kleineren Klassen häufiger auf einzelne Schüler und seltener auf Schülergruppen oder auf die Gesamtklasse (Molnar et al 1999b). Durch den häufigeren Kontakt wird die Beziehung zwischen Lehrer und Schülern in kleineren Klassen intensiver (Blatchford 2003).…”

Section: Individualisierungunclassified

“…Eine der wenigen Studien, in der auch der Frage der Verstehensprozesse nachgegangen wurde, hat im Rahmen des SAGE-Projektes stattgefunden. In dieser Studie wurde bei einer qualitativen Auswertung von Interviews festgestellt, dass Lehrpersonen über "tieferes Verständnis" in kleineren Klassen sprechen (Molnar et al 1999bin Finn et al 2003. Allerdings wird dies in den Interviews durch einen anderen Befund relativiert: Offenbar legen Schüler in kleinen Klassen ihre Gedanken häufiger offen als in großen Klassen (Molnar et al 1999a, S. 100ff).…”

Section: Aufmerksamkeit Anstrengung Und Verständnis Im Klassenzimmerunclassified

Zum Einfluss der Klassengröße auf Modellierungskompetenz, Selbst- und Unterrichtswahrnehmungen von Schülern in selbständigkeitsorientierten Lehr-Lernformen

Schukajlow

Blum

2011

J Math Didakt

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Zusammenfassung Im vorliegenden Beitrag wird der Einfluss der Klassengröße auf Modellierungskompetenz und selbstberichtete Aufmerksamkeit, Anstrengung, Verstehen, Unterrichtsstörungen, Interesse und Selbstregulation von Neuntklässler im selbständigkeitsorientierten (im DISUM-Projekt "operativ-strategisch" genannten) Unterricht analysiert. Im Rahmen einer quasi-experimentellen Studie wurden sieben "kleine" und fünf "große" Realschulklassen (mit einer durchschnittlichen Anzahl von 16 bzw. 26 Schülern) in einer zehnstündigen Unterrichtseinheit zum mathematischen Modellieren mit dem gleichen Treatment konfrontiert. Die wesentlichen Ergebnisse dieser Studie waren: (1) Die Modellierungskompetenz der Schüler kann auch im ganzen Klassenverband erfolgreich gefördert werden. (2) In den "kleinen" Klassen entwickelte sich die Modellierungskompetenz signifikant besser als in den "großen" Klassen. (3) Andere untersuchte Merkmale unterschieden sich nicht in "kleinen" und "großen" Klassen.Schlüsselwörter Modellieren · Anwendungsbezogener Mathematikunterricht · Klassengröße · Unterrichtsmethoden · Selbstreguliertes Lernen Mathematics Subject Classification (2000) 97B10 · 97C20 · 97C30 · 97D10 · 97D40 Abstract This paper deals with the impact of the class size on modelling competency as well as self-reported attention, effort, understanding, interest and self-regulation of ninth graders that have been taught according to a learner-centered ("operativestrategic") teaching method. This teaching method was applied in the same way in a ten lesson teaching unit in seven "small" classes (on average 16 students) and five "large" classes (on average 26 students) in German middle track schools. The main results of this study were: (1) Students' modelling competency can be improved also in "large" classes. (2) Students' modelling competency improved significantly better in the "small" classes than in the "large" classes. (3) Other measures did not differ in the "small" and "large" classes.

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Evaluating the SAGE Program: A Pilot Program in Targeted Pupil-Teacher Reduction in Wisconsin

Cited by 115 publications

References 0 publications

The Centrality of Context in Learning from Further Class Size Research

The Centrality of Context in Learning from Further Class Size Research

Teacher perceptions of student behavior as a function of class size

Zum Einfluss der Klassengröße auf Modellierungskompetenz, Selbst- und Unterrichtswahrnehmungen von Schülern in selbständigkeitsorientierten Lehr-Lernformen

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