Small Classes in the Early Grades: One Policy, Multiple Outcomes

Finn, Jeremy D.; Suriani, Allison E.; Achilles, C. M.

doi:10.1017/cbo9780511762666.016

Cited by 6 publications

(4 citation statements)

References 46 publications

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“…These results parallel studies showing that enhanced elementary-grade services (e.g., smaller classes and greater instructional time) add to and sustain the benefits of earlier intervention (Finn et al, 2010; Mashburn, 2015; Reynolds et al, 2010a). These links have also been corroborated in the findings for children attending CPCs.…”

Section: Three Processes Of Early Childhood Intervention Impactssupporting

confidence: 77%

Processes of Early Childhood Interventions to Adult Well‐Being

Reynolds

Mondi

et al. 2017

Child Development

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We describe the contributions of cognitive-scholastic advantage, family support behavior, and school quality and support as processes through which early childhood interventions promote the well-being of vulnerable children and families. Evidence in support of these processes is from longitudinal cohort studies of the Child-Parent Centers and other preventive interventions beginning in the first few years of life. Relatively large effects of program participation have been documented for school readiness skills, parent involvement, K-12 achievement, reduced need for remedial education, educational attainment, and crime prevention. The three processes account for up to half of the program impact on well-being. They also help to explain the positive economic returns of many effective programs. The generalizability of these processes is supported by a sizable knowledge base, including a scale-up of the Child-Parent Centers in two states.

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Section: Three Processes Of Early Childhood Intervention Impactssupporting

confidence: 77%

Processes of Early Childhood Interventions to Adult Well‐Being

Reynolds

Mondi

et al. 2017

Child Development

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“…Considering the guidelines for DAP (Copple and Bredekamp 2009) and the accreditation report of NAEYC (2011), it can be said that the common beliefs of the participant teachers were developmentally appropriate. In particular, their beliefs related to movement area and class size paralleled those found in the literature (Blatchford et al 2002;Achilles 1990, 1999;Finn, Suriani, and Achilles 2007;Yan and Lin 2005).…”

Section: Beliefssupporting

confidence: 74%

Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management

2016

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The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers' beliefs were closer to developmentally appropriate practices than their self-reported and actual practices. Also, teachers' actual practices were mainly influenced by the physical characteristics of the schools and children's characteristics. ARTICLE HISTORY

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“…Efforts to reduce student-teacher ratio remain a part of the No Child Left Behind of 2001Behind of (2002 for optional use as Title II funds. In the Tennessee Star experiment, the benefits of lower student-teacher ratios were apparent on virtually all of the outcome measures used, particularly for minority students (Finn, Suriani, & Achilles, 2007). Similar results have been reported in research on literacy outcomes (Schwartz, Schmitt, & Lose, 2012).…”

Section: Student-teacher Ratiosupporting

confidence: 75%

The Role of Student–Teacher Ratio in Parents’ Perceptions of Schools’ Engagement Efforts

Rodriguez

Elbaum

2013

The Journal of Educational Research

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Research suggests a positive relationship between schools' efforts to engage parents and parents' involvement in their child's education. The authors investigated school socioeconomic status, school size, grade level, and student-teacher ratio as predictors of schools' efforts to engage parents of students receiving special education services. The dependent variable was the Schools' Efforts to Partner with Parents' Scale, which has been validated for states' use in their federal accountability systems. Mean school-level scores were calculated for 265 schools in a large southeastern state. Results indicated that student-teacher ratio was the strongest predictor of parents' perceived school engagement efforts. Implications are drawn for ways in which all schools, including those with high student-teacher ratios, can improve their collaboration with parents of students receiving special education services.

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Small Classes in the Early Grades: One Policy, Multiple Outcomes

Cited by 6 publications

References 46 publications

Processes of Early Childhood Interventions to Adult Well‐Being

Processes of Early Childhood Interventions to Adult Well‐Being

Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management

The Role of Student–Teacher Ratio in Parents’ Perceptions of Schools’ Engagement Efforts

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