Small Classes, Small Schools
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For many years, educators have debated the effects of class size and school size on student learning. The class size debate centers on the number of students a teacher can work with effectively in any given class period. The school size issue focuses on whether smaller schools encourage optimal student learning and development and how small a "small school" must be to produce such effects. By looking at articles and texts on the subject, this paper examines why issues of class and school size have gained prominence in recent years. It looks at what the research says and finally shows what the author's experience has led him to believe about the impact of class and school size on teaching and learning.
From the Paper:"When I began teaching in the early 1970s, teachers generally accepted the notion that some students had an exceptional aptitude for learning and others did not. At that time, my colleagues and I believed that as long as one-fourth of the students in a class performed exceptionally well and another half of the class did reasonably well, we were fulfilling our responsibilities as educators-even if one-fourth of the students in a class failed to learn at an acceptable level. We had been taught that the normal distribution of scores (the "bell curve") was what teachers should aim for and what we should accept as reasonable evidence of accomplishment. In the ensuing years, cognitive scientists, neurological biologists, and educators determined that all students have the capacity to learn. This new, convincing research means that no student should be left behind in the learning process."
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Small Classes, Small Schools (2005, June 05) Retrieved July 06, 2020, from https://www.academon.com/argumentative-essay/small-classes-small-schools-59158/
"Small Classes, Small Schools" 05 June 2005. Web. 06 July. 2020. <https://www.academon.com/argumentative-essay/small-classes-small-schools-59158/>