Sentences with phrase «differences in class size»

The researchers explored several theories behind the higher achievement of some of those who got in — from the «no excuses» policies prevalent in urban charter schools to differences in class size, spending and teacher certification.

Conflicting results may be due to the difficulty in performing these types of comparison studies, which can be confounded by differences in class size, cognitive level of questions, class composition, and instructor (Crossgrove and Curran 2008).

Differences in class size were in part a function of a state - imposed limit on AP class size.

That it is not may reflect the fact that the experiment was designed to evaluate the effects of differences in class size, not the career - ladder program.

(In five countries — Australia, France, Hong Kong, Scotland, and the United States — our strategy led to inconclusive estimates that do not allow for any confident assertions about the effects of differences in class size.)

Nor can we attribute the disparity we see to differences in class size.

Not exact matches

To identify more precisely the independent effects of the multiple factors affecting teachers» choices, we use regression analysis to estimate the separate effects of salary differences and school characteristics on the probability that a teacher will leave a school district in a given year, holding constant a variety of other factors, including class size and the type of community (urban, suburban, or rural) in which the district is located.

We find little support for the notion that differences in resources, such as per - pupil expenditures and class size, could explain the middle - school achievement gap.

Thus variation in class size may be simply the result, rather than the cause, of differences in student achievement.

These and other differences, such as the quality of a nation's teachers, can be valuable tools in discerning where, if ever, class - size reductions are likely to be beneficial.

The Education Next research article «Stuck in the Middle,» featured in the Fall 2010 issue of Education Next, finds that the steep drop - off in middle - school students» academic achievement may be linked to the larger number of students in each grade level but can not be explained by differences in per - pupil spending or class size, which were similar in middle and K - 8 schools.

In doing so, we have controlled for possible effects of differences in educational inputs such as class sizes, availability of materials, and aggregate expenditure per student in the countrIn doing so, we have controlled for possible effects of differences in educational inputs such as class sizes, availability of materials, and aggregate expenditure per student in the countrin educational inputs such as class sizes, availability of materials, and aggregate expenditure per student in the countrin the country.

A comparison of these variables in District 2 indicates that both lower class sizes and higher salaries in the noncore courses contributed to the differences in per - pupil course spending (see Figure 2).

For instance, there seems to be little difference between the average class sizes, teachers» levels of education, number of computers in the classroom, and Internet connections in schools attended by blacks versus those attended by whites.

«We found higher levels of classroom engagement after lessons in nature than after carefully matched classroom - based counterparts; these differences could not be explained by differences in teacher, instructional approach, class (students, classroom, and class size), time of year, or time of day, nor the order of the indoor and outdoor lessons on a given topic.

Examining the effect of class size on classroom engagement and teacherepupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools by Peter Blatchford, Paul Bassett, Penelope Brown

Welsh Education Secretary Kirsty Williams says # 36m in funding to cut infant class sizes can make a real difference.

As you might now suspect, class size differences also occur in the two states.

But just how much of a difference could manipulating class sizes in this way make for overall student learning and access to effective teaching?

«Fortunately, I have very small class sizes compared to many of my teacher friends, so I have lots of one - one - one opportunities and feel I can make a difference in this type of environment.»

As you can see, the biggest differences in the 2017 Mercedes - Benz GLS vs 2016 Mercedes - Benz G - Class comparison were in the two vehicles» powertrains, sizes, and in their starting prices.

The schools varied in size and location (urban / rural), however, there was no significant difference between the intervention and control groups in terms of gender, school location (rural or urban) and multigrade class (multiple classes in one class unit or single class unit).

RC = reference category, # studies = number of independent studies; # ES = number of effect sizes, Z = difference in mean r with reference category, mean r = mean effect size (r), heterogeneity = within class heterogeneity (Z), Δfit = difference with model without moderators (χ2)

Past research has found a significant correlation between overall cognitive ability and individual differences in brain size, age, sex, social class, and ethnic background.

The number of peer nominations that each child receives for each role / item is tallied and converted to a z - score (M = 0, SD = 1) to adjust for differences in the possible number of nominations (i.e., unequal class sizes).