--- On Sun, 5/31/09, Scott Woods <[log in to unmask]> wrote:
--- On Sun, 5/31/09, Scott Woods <[log in to unmask]> wrote:
> From: Scott Woods <[log in to unmask]>
> Subject: Re: Class size ATEG Digest - 28 May 2009 to 29 May 2009 - Special issue (#2009-127)
> To: [log in to unmask]
> Date: Sunday, May 31, 2009, 9:10 AM
> Paul,
>
> I would be interested in seeing research that shows a
> strong link between reducing class size and increasing
> performance. The research I have seen strongly suggests
> that the most important factor in improving student
> performance is changing what teachers do. Reducing
> class size can reduce the amount of disruption in a class,
> but there is little research base (that I have seen) to
> suggest that if we reduced the size of every class in the
> country to 15 students that much would change in what
> students know and can do.
>
> As an English teacher, I would prefer having fewer
> total students, but I could probably teach as well if, at
> least twice a week, I had all 112 of my students in a
> lecture hall together. That would give me eight hours
> of extra time to respond thoughtfully to their writing.
>
>
> Scott Woods
> BASIS Scottsdale
>
>
> --- On Fri, 5/29/09, Paul E. Doniger
> <[log in to unmask]> wrote:
>
>
> From: Paul E. Doniger [log in to unmask]
>
>
>
>
>
>
>
>
> Yes! And all research in education that I've ever
> seen agrees that class size is a vital component in
> successful learning. This is especially important to
> the writing classroom.
>
> Paul E. Doniger
> "If this were play'd
> upon a stage now, I could condemn it as an improbable
> fiction" (_Twelfth Night_ 3.4.127-128).
>
>
>
>
>
>
> From: Scott
> <[log in to unmask]>
> To:
> [log in to unmask]
> Sent: Friday,
> May 29, 2009 8:30:56 PM
> Subject: Re:
> Class size ATEG Digest - 28 May 2009 to 29 May 2009 -
> Special issue (#2009-127)
>
> I too am normally reluctant to classify a remark as stupid;
> however,
> the list member who indicated that class size was
> irrelevant in teaching
> writing must have been brought up by a school board
> member. My alma mater,
> MSC, whose regular Freshman English program I have praised
> highly, had
> a secondary program in basic writing skills for those who
> had failed the
> English placement exam. I had scored a 100 in the
> exam but my advisor had
> accidentally put my test in the "Dummy English"
> pile; therefore, I had to
> take a non-credit
> English class on the same semester as my first Freshman
> English class. My advisor apologized to me later but
> I replied that I had
> learned more in Dummy English than in regular English
> because the class size
> was quite small--around ten students--and we wrote a theme
> each day instead
> of one a week. The professor in the Dummy Class was
> also an excellent
> teacher.
>
> Having taught across the academic curriculum, I can aver
> that, in my
> experience, class size is more important in English
> composition than in any
> other academic class, including mathematics and foreign
> languages.
>
> N. Scott Catledge, PhD/STD
> Professor Emeritus
>
> ***************************************************************************
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Interesting---then again I am always interested in knowing those who do the research have actually spend a week teaching public schools or not?
thanks
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