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Little, if any, increase in pupil achievement can be expected from reducing class size if teachers continue to use the same instructional methods and procedures in the smaller classes that they have used in larger classes (Robinson, p. 82).

Teachers with small classes must not only be trained to be effective in such settings, but they must also be committed to try new skills and procedures.

Robinson, Glen E. “Synthesis of Research on the Effects of Class Size.” EDUCATIONAL LEADERSHIP (April 1990): 80-90.

The most recent comprehensive review of existing research was completed by Robinson (1990), and used a cluster analysis approach. Studies were “clustered” into categories considered important for class size decisions such as grade levels, subject areas, student characteristics, student achievement, student behavior, and teaching practices. The results of part of Robinson’s analysis appear below.

Effective schools research has extended its research agenda by focusing on an expanded number of variables that are presumed to be related to student achievement. Schools are now perceived as a cultural entity where the complex interplay of multiple variables affect the lives of all who learn and teach in those institutions. As the metaphor for American schools has shifted from an assembly line to that of a caring, learning community, the class size research agenda has also shifted to include such variables as instructional method, teacher morale and stress, teacher work load, student behavior and attitudes, content areas, student characteristics, and grade level. Bennett (1987), in a review of more recent research, found broad agreement among researchers on the following general conclusions:

cognitive terminology such as "classify," "analyze," "predict," and "create."

cognitive terminology such as "classify," "analyze," "predict," and "create."

cognitive terminology such as "classify," "analyze," "predict," and "create."

cognitive terminology such as "classify," "analyze," "predict," and "create."

encourage and accept student autonomy and initiative.

encourage student inquiry by asking thoughtful, open-ended questions and encouraging students to ask questions of each other. seek elaboration of students' initial responses.

With randomly generated homework problems, immediate feedback, and the opportunity to try again, students view the homework almost like a game with the challenge of getting all the problems correct. As a result, they seem to spend more time than with paper and pencil homework.

availability of many research materials on-line and through electronic databases to which libraries subscribe should enable students to access what they need from their homes or their dorms at time which are convenient to them

“capturing students’ beer time

streaming video versions of all lectures

our approach to students is to encourage students to do what works for them (but to be sure to do it!)

Access to the Internet has changed research possibilities. Students have access to much more information faster than in the past.

Hot links to articles and other readings

E-mail messages are quickly replacing the live visit to professors and probably encouraging more students to talk to professors since it is less scary to them to write rather than face professors face to face.

Searching for journal articles using electronic bibliographic databases has been a major time saver for students

electronic reserves at the library

Use of the Calendar in WebCT to promote planning by students. Can also use the Calendar to highlight particular content or web resources to be ready for in-class discussion. Remind students in different media such as in-class and on-line about the expected completion dates for projects. (Virginia Arp, Gannon University)

"2 hours outside to 1 hour in class

Some may be spending more time because they’re unfamiliar with the medium. Some may be spending more time because instructions for assignments are not well-written for online use Some may be spending more time because they want to: the assignments are more interesting. And so on. Depending on the reasons, “spending more time” may be a) a triumph, b) a problem to be fixed, c) a temporary situation to be endured.

Going 'paperless" has saved me much time on task

publisher of one of our texts provides a tutorial CD and website as well as online course support

Put yourself into the class.  “The professor was always available, encouraging and even made the lessons humorous by adding personal tidbits.”  “She gave us constant feedback and encouragement.”

Think about your role in the discussion.  Students want you to be present.

Give frequent feedback on assignments so students have a sense of what they have mastered and where they need to focus attention.

Your presence in the class is important.  These courses should not be seen by the student as “self-taught.”