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• W2002197879 abstract "THOSE who advocate larger classes in the schools maintain that such classes are preferable because they offer a better socializing and democratizing situation and contribute to a lighter load in terms of class periods per week. These advocates are not unmindful of possible reduced expenditures as a result of large classes. On the other hand, the many who strongly advocate small classes hold that the most important outcomes of teaching, such as character development and appreciations, cannot be acquired by pupils in large classes as readily as in small classes; and that these outcomes, not being measured, are overlooked in comparisons. They claim that the large class is a false economy. Conley (362) sent out questionnaires to instructors in every junior college in the United States having more than fifteen full-time instructors. Questionnaires were returned by more than 1,400 individuals. From 1,150 usable returns he found that the average class size of public junior colleges is 34.0 and that of private junior colleges is 24.2. Statistics on the size of classes in the elementary schools of New York City show an average class size of 34.7 pupils-the lowest average class size in the history of the New York public school system (385). Rosenlof (386) reported a decrease of 17 percent in the number of schools reporting an excess of 30 pupils per teacher among the secondary schools of the North Central Association for the year 1936-37. A study made by the National Education Association (381) reported a median class size of 35.1 pupils in elementary schools and an average class size of approximately 26.5 pupils for secondary teachers. (The median number of pupils per day for each teacher was 159, with an average of slightly more than six periods per day.) The data for this study were compiled from questionnaires returned by 1,649 elementaryand 2,058 secondary-school teachers. Of the 3,707 teachers returning questionnaires, 31 percent were from cities of over 100,000 population, 30 percent from cities of from 30,000 to 100,000 population, 21 percent from cities of from 10,000 to 30,000 population, and 18 percent were from cities of less than 10,000 population. Communities from 40 states were included." @default.
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• W2002197879 date "1940-06-01" @default.
• W2002197879 modified "2023-09-25" @default.
• W2002197879 title "Size of Class and Teaching Load" @default.
• W2002197879 doi "https://doi.org/10.2307/1167871" @default.
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