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As an education reform, the broad goal of class size reduction (CSR) is to increase the number of individualized student-teacher interactions intended to improve student learning. A reform long holding theoretical attraction to many constituencies,〔Hattie, J. (2005, August), What is the nature of evidence that makes a difference to learning? Keynote address presented at the 2005 Research Conference, Lumina Grand Hyatt Hotel, Melbourne, 7–9 August 2005.〕 some have claimed CSR as the most studied educational reform of the last century.〔Biddle, B. J. & Berliner, D. C. (2002) Research synthesis: small class size and its effects, ''Educational Leadership, 59''(5), 12–23.〕 Until recently, interpretations of these studies has often been contentious. Some educational groups like the American Federation of Teachers and National Education Association are in favor of reducing class sizes. Others argue that class size reduction has little effect on student achievement. Many are concerned about the costs of reducing class sizes.〔Eric Hanushek (1999) (“The Evidence on Class Size,” ) in ''Earning and learning: How schools matter'', edited by Susan E. Mayer and Paul E. Peterson (Washington, DC: Brookings Institution): 131-168〕 Elizabeth Garue, the primary researcher on Project SAGE, says, “There are indeed significant effects on student achievement related to reduced class sizes, but the effort itself does not guarantee success without additional attention to teacher quality, increased funding, availability of necessary facilities, and community/district belief in the power of the reform."〔 Studies following the work of Project Star and Sage found that, even when reintroduced to larger class-sizes later in their educational career, the positive foundation for learning caused students to later in life to be more likely to take advanced classes and attend college.〔 Subsequent research has confirmed that smaller classes benefit all pupils because of individual attention from teachers, but low-attaining pupils benefit more at the secondary school level. Pupils in large classes drift off task because of too much instruction from the teacher to the whole class instead of individual attention, and low-attaining students are most affected.〔 Students benefit in later grades from being in small classes during early grades. Longer periods in small classes resulted in more increases in achievement in later grades for all students. In reading and science, low achievers benefit more from being in small classes. The benefits of small class sizes reduce the student achievement gap in reading and science in later grades.〔 == Effects == In recent years, in the aftermath of Project STAR and Project SAGE, there is evidence validating the perceived benefits of class-size reduction, especially in its ability to narrow the achievement gap for minorities. Today, more than 30 states have enacted class size reduction legislation as a way to “lessen the effects of economic and social inequities, to increase academic achievement, and to strengthen the foundational social skills students develop in primary grades” 〔〔Achilles, C. M., Finn, J. D., & Bain, H. P. (1997). Using class size to reduce the equity gap. ''Educational Leadership, 55''(4), 40-43.〕〔Molnar, A., & Zmrazek, J. (1994). ''Improving the Achievement of Wisconsin's Students. Urban Initiative Task Force Recommendations and Action Plan. Bulletin No. 95079.'' Wisconsin: Wisconsin State Dept. of Public Instruction, Madison. Bureau for Policy and Budget.〕 Studies finding statistically significant benefits from class size reduction show more positive teacher-student interactions leading to less time spent on discipline,〔Wang, M., & Finn, J. D. (2000). How Small Classes Help Teachers Do Their Best: Recommendations from a National Invitational Conference. ''CEIC Review, 9''(2).〕 the increased use of balanced instructional methods including higher degrees of individualization,〔Achilles, C. M., Finn, J. D., & Pate-Bain, H. (2002). Measuring class size: Let me count the ways. ''Educational Leadership, 59''(5), 24-26.〕 closer personal relationships for teachers with students and families,〔Zahorik, J., Halbach, A., Ehrle, K., & Molnar, A. (2003). ''Teaching practices for smaller classes, Educational Leadership, 61''(1), 75-77.〕 a decrease in the effects of economic and social inequalities,〔Achilles, C.M., Finn, J.D., & Bain, H.P. (1997). Using class size to reduce the equity gap. ''Educational Leadership, 55''(4), 40-43.〕 increased student achievement,〔 and establishment of a stronger foundation for lifelong learning beginning in the primary grades.〔 McEwan and McEwan evaluated the results in 2003 und inferred that ''a small class can be viewed as a necessary but not sufficient condition for improving achievement; class size reduction ‘works’, but only to the extent that it leads to improved instruction.''〔Elaine K McEwan, Patrick J McEwan: ''Making Sense of Research: What’s Good, What’s Not, and How to Tell the Difference'', Corwin Press, 2003, p. 86〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Class-size reduction」の詳細全文を読む スポンサード リンク
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