Class‐size and Learning: the Tennessee experiment — what follows?

Abstract

The exceptionally large ‘Tennessee experiment’ — involving 7000 pupils — to elucidate the effects of class‐size on primary school pupils’ rate of learning has been widely interpreted as showing convincingly that classes of 15 pupils learn more rapidly, in an important sense, than classes of 24 pupils. The present re‐analysis in terms of value‐added in learning — the annual increase in SAT scores (rather than the absolute levels of those scores) — indicates that the benefits to average children resulting simply from a lowering of class‐size, while positive, are negligible in magnitude and not justifiable in relation to the additional economic resources required. The paper suggests that benefits are more likely to result from targeting additional resources to improved teaching styles, improved teaching materials and providing small classes for pupils with recognised learning difficulties; further research on class‐size needs to concentrate on the correct proportion of low‐attaining pupils that would benefit from attending small classes, the optimal size of such classes, and the fractions of the day which pupils with varying difficulties should attend small and normal‐sized classes.     

Audio-Visual Training in the Netherlands

In 1972 the Netherlands Institute for Audio-Visual Media (NIAM) in the Hague established a new department in Rotterdam to provide information and advice on the selection of audiovisual equipment and training in the use and applications of the different media. The information service was to be provided free of charge, but a fee would be charge for the training courses.     

The Media and Educational Testing: In Pursuit of the Truth or in Pursuit of a Good Story?

The measurement community needs to better understand how to interact with the media to effectively disseminate important findings from educational testing efforts. To this end, the current paper will review media coverage of educational testing and related issues and elaborate on areas of concern and opportunities for improved communication between measurement professionals and the media. Common misinterpretations of test results and measurement concepts will be discussed and suggestions for the clearer presentation and explanation of such information will be offered. Also, practical advice and strategies for handling different types of interactions with the media will be provided. The implications of focusing on this topic in the measurement profession and the inherent public value of this focus are highlighted throughout the paper.     

Science and environmental education at the primary level in Malta: separate interests,different roles

Abstract

This paper traces the main stages in the path towards the recognition in 1988 of the place of science and environmental education in the Maltese curriculum for the primary level. A brief review is given of the development of the science curriculum while a more detailed account is given of the development of a project on environmental education. The project involved the adoption of a model of the child's view of the environment, the drawing up of an ensemble of attainment targets, and the exploration of ways of infusing environmental education activities into the curriculum. A draft teacher's manual was circulated and evaluated at a national seminar. Major points arising during the seminar are discussed and plans for the dissemination of the work are outlined. Comparing the roles that teachers are asked to play in these developments, it is found that environmental education offers them more opportunity for professional growth.