| OCR Text |
Show School Survey High school students do not necessarily learn faster in small groups than in large classes. This was the major conclusion conclus-ion reached in an experimental study recently conducted in a Colorado school district as reported by Utah Foundation, the private governmental research re-search organization. The experiment was conducted con-ducted in the Jefferson School District R - 1 (a district which adjoins Denver on the west) in cooperation with the Ford Foundation's Fund for the Advancement Ad-vancement of Education and the National Association of Secondary School Principals. Dr. Gordon E. Paterson, study director, noted that the results came as a surprise to him and other educators working- on the project and could "Shake up the whole field of education." For purposes of study, 1,075 tenth and eleventh grade pupils were divided into classes of ten, twenty.thirty-five, and sixty or more (up to 84) students. Sugjects taught included in-cluded language arts, mathematics, mathe-matics, science, and social studies. One certified teacher was assigned to each class of ten, twqnty, and thirty-five category. With minor exceptions, except-ions, two certified teachers were assigned to the larger classes. A testing program was conducted con-ducted at the beginning and the close of the school year and the results were evaluated. Among the important findings find-ings and conclusions drawn from the experiment were the following: 1. Other factors being equivelent ,the number of learners in a teaching-learning teaching-learning ' situation is insignificant. in-significant. 2. Small grouping of identified ident-ified high capacity learners learn-ers is not academically nor economically feasible. 3. Team-teacher is an approach to meeting the (Continued! on page 6) Utah Foundation (Continued from page S) existing personnel shortage. The report recommended that "the proportion of teaching-team teaching-team and other re-deployment of staff be explored more fully." |
