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Excerpt from Relation of Sectioning a Class to the Effectiveness of Instruction
The problem. The purpose of this educational experiment was to determine the relative effect upon the achievements in certain school subjects of three plans of sectioning a class. A class is defined as the total number of children assigned to a teacher for in struction even though they may be divided into two or more groups for instructional purposes. The three plans of sectioning a class considered in this investigation are: (1) teaching a class as a single unit; (2) dividing the class into two equal groups approximately equivalent with respect to general intelligence; (3) dividing the class into three equal groups approximately equivalent with respect to general intelligence. When a class is taught as one group, all of the pupils recite at the same time. Following the recitation there is a period for study. 'thus under this plan the work of the teacher al ternates between hearing classes and supervising the study of the pupils. When a class is taught as two sections, one group recites while the other group studies. In this case the teacher's time is almost wholly devoted to hearing classes. Any supervi sion of the study of the pupils is of necessity given incidentally and at irregular intervals when the teacher is fortunate enough to have a few minutes of leisure during a recitation period. When a class is divided into three sections, the conditions are much the same except that necessarily the length of the recitation periods is reduced. In general pupils of one section study during the recitation periods of the other two sections.
The specific problem of this investigation was to determine the relative effect of these three plans of sectioning a class upon the direct results of instruction in certain school subjects In other words this investigation sought to answer the question, Which is the best plan of sectioning a class?
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Excerpt from Relation of Sectioning a Class to the Effectiveness of Instruction The educational experiment reported in this bulletin was initiated by the former Director of the Bureau of Educational Research and the data collected under his supervision. The present Director of the Bureau is responsible for the tabulation of the data and for the preparation of this report. This investigation was made possible through the cooperation of Superintendent Peter A. Mortenson and of certain principals and teachers of the Chicago Public Schools. Not only did they cooperate in the collection of the data but they also made substantial contributions to the project by supplying test materials. The writer is glad to acknowledge the indebtedness of the Bureau of Educational Research to all who contributed to this project. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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Relation of Sectioning a Class to the Effectiveness of Instruction
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Paperback. Condition: New. Print on Demand. This book delves into an educational experiment that focuses on three different methods of organizing classes. The author, an experienced educational researcher, conducted an in-depth study to determine which method of organizationâ"teaching a class as a single unit, dividing it into two equal groups, or dividing it into threeâ"would yield the best results. The book presents a detailed account of the experiment's design, implementation, and analysis. The author carefully considers potential confounding factors, such as teacher ability and student demographics, to ensure credible results. The book provides valuable insights into the effects of class organization on student achievement and offers practical guidance for educators seeking to optimize their teaching practices. Its findings have significant implications for educational policy and practice, demonstrating the importance of considering different class organization strategies to enhance student outcomes. This book is a reproduction of an important historical work, digitally reconstructed using state-of-the-art technology to preserve the original format. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in the book. print-on-demand item. Seller Inventory # 9781331379768_0
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