Today I’d like to talk about an unusual combination of events—a case in which school practice has informed research which has informed practice. In particular, I’ll talk about:
- The current status of class-size reduction programs in the U. S.; that will be short because it is changing even as we speak.
- The research base that provided the motivation for districtwide and statewide class-size initiatives.
- Some misapplication of the research.
- Questions about reduced classes that remain unanswered, and current work to explain why small classes are effective.
Finn, Jeremy D.
"Small Classes in American Schools: Research, Practice, and Politics,"
Mid-Western Educational Researcher: Vol. 15:
1, Article 6.
Available at: https://scholarworks.bgsu.edu/mwer/vol15/iss1/6