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- Title
Class Size, School Size, Teacher Experience, and Successful Classroom Strategies: Implications for Fifth-grade African American Students' Math Achievement.
- Authors
Chargois, Timothy B.; Irons, E. Jane; Carlson, Nancy Leffel
- Abstract
The article presents a study which investigates the impact of three factors including school and class size and teacher experience with academic achievement and the relevance of teacher perceptions of effective practices with successful fifth-grade math achievement of African American students. The study is investigated in a suburban school district in South East Texas, wherein the math achievement data from the 19 elementary campuses were collected from Performance Reporting, a division of the Texas Education Agency. Results of the study indicate that the African American students benefit from class and school size as well as from experienced teachers. The study concludes that teacher professional development is significant in the promotion of student learning.
- Subjects
TEXAS; ACADEMIC achievement; SCHOOL size; TEACHER effectiveness; AFRICAN American students; EFFECTIVE teaching; MATHEMATICS education (Elementary); FIFTH grade (Education); SCHOOL districts; ELEMENTARY schools; TEACHER development
- Publication
National Social Science Journal, 2011, Vol 36, Issue 1, p22
- ISSN
2154-1736
- Publication type
Article