A comparative study of life in first grade classrooms of 1:14 and 1:23 teacher/pupil ratios

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Karen A. Kiser-Kling (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Charles M. Achilles

Abstract: The purpose of this study was to identify and describe communication interactions between teachers and students in small (1:14 teacher/student ratio) classrooms. The study was conducted in two North Carolina schools in October 1993-May 1994. School A had a 1:14 teacher/pupil ratio in grade 1. School B had a 1:23 teacher/pupil ratio in grade 1 classes. The sets of class observations were made in grade 1 classrooms using the PIT (for Personal, Institutional and Task events) communication instrument. PIT data were converted to percents. Teachers completed questionnaires about student grouping, parent volunteers, teacher problems, narratives, and teacher exit interviews. Students were tested in reading achievement with the California Achievement Test (CAT). Grade 1 (1:14) had a consistently high percentage of Task communications throughout the year. Grade 1 (1:23) Task communications decreased and Institutional communications increased as the year progressed. Grade 1 (1:14) teachers engaged in more individual communication in the beginning of the year moving to group at the end of the year. Grade 1 (1:23) teachers engaged in more group communication in the beginning of the year, moving to individual at the end of the year. Pupils in the (1:14) had a mean score gain of 11.3 greater than did grade 1 pupils in (1:23) on the CAT. This was statistically significant.

Additional Information

Language: English
Date: 1995
Class size $z North Carolina
Teacher-student relationships $z North Carolina

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