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Elizabeth E. Reed 《Religious education (Chicago, Ill.)》2013,108(4):236-237
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abstract The debate over class sizes in schools has become more heated in recent years. Over the past decade or so, class sizes at primary level have increased, and without action to the contrary look like they will continue to rise. In the face of this, educational pressure groups and others have made increasingly strong recommendations about the need to reduce class sizes in primary schools. Government spokespeople drawing on accepted wisdom about research, say there is no proven link between school class size and pupils’ progress. Yet recent research evidence from the USA, and an accompanying debate over the findings and the use of public funds, have improved our understanding about the effects of class size. This paper examines the most recent documentary and research evidence in an attempt to answer three questions: how have class sizes changed over the past decade, what is known about the link between class size and educational attainment, and what, in terms of classroom processes, might explain the link. It is concluded that there is now firm evidence of a link, but only in the early years and only with classes smaller than 20. The evidence supports the reduction of class sizes in the first years at school, especially with disadvantaged pupils, but much still needs to be researched. 相似文献
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Several studies concluded that deep reflection is infrequently reached in student portfolios. An explanation for these disappointing conclusions might be that motivation for portfolio reflection determines the quality of reflection. This study aimed to examine the relationship between motivation for using digital portfolios and reflection. Participants were 156 eleventh-grade students in secondary education, whose motivation for composing a digital portfolio was measured by the motivation part of the Motivated Strategies for Learning Questionnaire. Portfolios of 37 of the 156 students were examined in terms of the amount and nature of reflection by means of a coding scheme based on Mezirow's model of transformative learning. On average, one-fifth (19.5%) of the paragraphs in a portfolio contained reflection, and paragraphs with deep reflection were hardly found (0.8%). It was concluded that motivation for composing a portfolio was fair, but not related to the amount and nature of reflection. This exploratory study gives rise to further research into factors that might influence the quality of portfolio reflection. 相似文献
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E. R. Enlow 《Peabody Journal of Education》2013,88(4):292-295