ERIC_NO:
ED304816
TITLE:
A Case Study Analysis of Factors Related to Effective Student-Teacher Ratios. Research Report No. 14. Instructional Alternatives Project.
AUTHOR:
Ysseldyke, James E.; And Others
PUBLICATION_DATE:
1988
ABSTRACT:
Case study analyses of nine mildly handicapped elementary students were conducted to identify factors related to gains in achievement and
to higher active academic responding times (ART) in relation to different
student-teacher ratios. Six learning disabled and three educable mentally
retarded students (grades 3-5) were observed in special education settings
under different student-teacher ratios. Information was collected on each
student in the areas of aptitude, achievement gains during a one-year
period, behavior, the nature of home, school, and community learning
environments, methods of instruction, and the student's academic engaged
time (and other times) under different student-teacher ratios. Results
indicated considerable inter-individual and intra-individual variability
in all factors examined, but few consistent trends. Among conclusions
discussed is that ART changes in relation to several variables, particularly
the content area of instruction, the nature of the task, and environmental
distractions. The data also seemed to indicate that the special education
categorical label assigned to a student does not determine the effectiveness
of different student-teacher ratios. Results suggested that ART is higher
when the method of instruction is some form of direct instruction. (JW)
MAJOR_DESCRIPTORS:
Achievement Gains; Grouping (Instructional Purposes); Instructional Effectiveness; Learning Disabilities; Mild Mental Retardation; Teacher Student Ratio;
MINOR DESCRIPTORS:
Academic Achievement; Case Studies; Class Size; Elementary Education; Labeling (of Persons); Time on Task;
IDENTIFIERS:
Direct Instruction
PUBLICATION_TYPE:
143