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1、AmericanEducationalResearchJournalhttp://aerj.aera.netHowSmallerIsBetter:SomeRelationshipsBetweenClassSize,TeachingPractices,andStudentAchievementSidBourkeAmEducResJ198623:558DOI:10.3102/00028312023004558Theonlineversionofthisarticlecanbefoundat:http://aer.sagepub.com/content/23/4/558Publishedonbeh
2、alfofAmericanEducationalResearchAssociationandhttp://www.sagepublications.comAdditionalservicesandinformationforAmericanEducationalResearchJournalcanbefoundat:EmailAlerts:http://aerj.aera.net/alertsSubscriptions:http://aerj.aera.net/subscriptionsReprints:http://www.aera.net/reprintsPermissions:http
3、://www.aera.net/permissionsCitations:http://aer.sagepub.com/content/23/4/558.refs.html>>VersionofRecord-Jan1,1986WhatisThis?Downloadedfromhttp://aerj.aera.netbyDavidTaoonOctober20,2011AmericanEducationalResearchJournalWinter1986,Vol23,No.4,Pp.558-571HowSmallerIsBetter:SomeRelationshipsBetweenClassS
4、ize,TeachingPractices,andStudentAchievementSIDBOURKEAustralianCouncilforEducationalResearchThemathematicslessonsof63Year5teachersingovernmentelementaryschoolswereobservedoveraterm,anddetailedteach•ingpracticesrecorded,Acausalmodellinkingstudent,school,andteacherbackgroundinformation,classsize,teach
5、ingpractices,andmeanclassmathematicsachievementwasdevelopedtotesttherelationships.Theteachingpracticesthatvariedforclassesofdifferentsizeandthatlinkedclasssizeandmathematicsachieve•mentinvolvedclassgrouping,thenumberandtypeofinteractionsbetweentheteacherandstudents,teacherquestioning,homeworkpracti
6、ces,andthemanagementofclassroomnoise.Itwouldbereasonabletoask.Whyanotherpaperonclasssize?Formosttheissueseemstohavebeensettled:smallerclassespromotehigherachievement,betterattitudes,differentinstructionalpractices,andhigherteachersatisfactionandmorale.Technicalcriticismsofmethodology(see,e.g.,Hedge
7、s,1981),andless-substantiatedcriticismsofresearchbytheEducationalResearchService(1980),wouldnotchangethegeneralinter•pretationofmeta-analysesinthisarea(Glass,Cahen,Smith,&Filby,1982).Inacceptingthatsmallerc
