This paper reports on observations from teaching an undergraduate information-based organization (IBO) course and builds on past research to explain the findings in student issues, achievement motivation, and small-group effectiveness in information management teaching. The paper has three purposes: (1) to describe the development of a new course…

The application of information and communication technologies to education can extend small schools by linking them to many other institutions and making them, in effect, large schools. It is becoming increasingly difficult to define a school's size in terms of the number of students who attend it in person. The definition of whether a school is…

This manual draws together evolving information about how group size influences what the group does and how learning tasks may be designed and employed to accomplish desired outcomes. The manual includes ideas from research on class size and its outcomes; theories of learning and development; and validated experiences of expert educators. It…

This report describes a study designed to discover the nature of teacher-student interactions in regular-size classes with 25 or more students and small-size classes with fewer than 18 students. Eleven public-school primary classrooms were observed, and the interactions between the teachers and students were studied. Verbal and nonverbal…

Provides specific guidance to teachers planning activity areas and storage spaces to create an environment that supports children and how they learn. Areas of consideration include order, independence, comfort, materials, and boundaries. Hints for discovering unused space, including small and large storage projects, are provided. (SD)

Examined final-year undergraduate responses to innovations to determine whether positive learning outcomes in large classes are possible by increasing the range of work in which students are involved. Straightforward adjustments to approach and style produced both positive learning outcomes and an increase in transferable skills. (RJM)

Examines gender differences in computer use, citing male- oriented software as a possible reason girls are turned off, and highlights traditionally feminine and gender-neutral games. Describes ways of encouraging females: all-female computer and math classes, pairing students, mentoring, integrating technology into content areas, early…

Finds that, in 50 primary classrooms with a majority of Native American students, the language development of Native American students was enhanced by open and informal classroom organization, small group activity, flexible time parameters, student autonomy, a positive teacher-student relationship, cooperative learning, and use of culturally…

Investigates the relationship between school environment and science classroom environment in secondary schools. Reports that the characteristics of the school environment are not transmitted automatically into the science classroom. Concludes that the effect the school-level environment has on student learning is mediated by classroom process…

Outlines the views of three scholars on cooperative learning: cooperation in content areas (team-assisted individualization and cooperative integrated reading and composition); grading techniques (e.g., individual score plus group bonus points, group scores, and scoring only one member's paper); and structuring social interaction (round robin,…

Studied connections between parent involvement programs, teachers' attitudes, and teachers' practices in inner-city elementary and middle schools. Examined patterns according to academic subject, classroom organization, and level of support for parent involvement. Found that each variable has implications for the strengths of school programs and…

Examines how teachers allocate instructional time in reading classes. Indicates that teachers used 34% of time in reading and responding; 24.89% in listening and discussing; 8.36% waiting; 20.28% completing skill development; 7.52% in telling, writing, and narrating; 3.47% in other activities. Notes that the recommendation that time spent reading…

This paper discusses the challenges and difficulties of adopting new "authentic" methods of instruction that help students not only learn but also develop habits that enable them to use their knowledge more effectively. "Authentic" methods of instruction are defined as those that require students to produce (not just reproduce) knowledge relevant…

This study compared the effects of multi-age classroom strategies to those of traditional classroom strategies on the academic achievement of fourth grade students in reading and math. Standardized test scores from 20 fourth-grade students in two multi-age third- and fourth-grade classrooms were compared to the scores of 20 students from 7…

A workshop designed to familiarize teachers and administrators with developmentally appropriate issues and practices for use in early childhood education is described in this presenter's guide. The workshop is process-oriented, meaning that participants engage in activities that require them to absorb and share new information. Activities include:…