The “Why’s” of Class Size: Student Behavior in Small Classes

By J. Finn, G. Pannozzo, C. Achilles. 2003

410 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/51548c3ddcce4a7fbc3e24e452c78a40fb39f16f

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In Education

Citations in the corpus

Sense of Belonging in College Freshmen at the Classroom and Campus Levels (2007, background): “A number of researchers (e.g., Finn, Pannozzo, & Achilles, 2003; Stipek, 2002; Weiner, 1990, 2004) pointed out the need for more research into the area of belongingness to further understand its role in academic contexts and students' motivation.”
How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning? (2007, background): “More recent work on class size supports the notion that when fewer children are present, teachers are able to spend more time on instruction and support, rather than management issues (Blatchford, Moriarty, Edmonds, & Martin, 2002; Finn et al., 2003).”
Small Classes in the Early Grades, Academic Achievement, and Graduating From High School (2005, background): “Prior to the 1980s, several hundred studies appeared on the topic; this work was summarized in a meta-analysis by Glass and Smith (1978) and a review by Robinson (1990).”
The effect of support staff on pupil engagement and individual attention (2009, background): “Finn et al. (2003) point to the need for studies that make use of systematic observations, in order to provide reliable evidence on classroom processes.”
The Non-Cognitive Returns to Class Size (2008, neutral): “However, these effects could not be detected among a group of Project STAR participants observed in eighth grade (Finn, Pannozzo, & Achilles, 2003; Voelkl, 1995).”
Student engagement scale: development, reliability and validity1 (2015, background): “In addition, such emotions as feeling like belonging to class, enjoying the class and being a member of a group are also considered within the scope of emotional engagement (Finn, Pannozzo, and Achilles 2003; Fredricks, Blumenfeld, and Paris 2004; Kahu 2013; Kember, Lee, and Li 2001).”
Student Engagement and Marketing Classes (2011, background): “Importantly, evidence suggests that engagement will vary depending on class size (Dommeyer, 1997), with Finn, Pannozzo, and Achilles (2003) concluding that the weight of the evidence to date supports the conclusion that smaller class sizes engender greater student engagement leading to greater…”
The effect of class size on the teaching of pupils aged 7 – 11 years (2007, background): “However, Finn, Pannozzo, and Achilles ( 2003 ) concluded, on the basis of their review, that the effects of class size in the elementary grades are more in terms of student engagement than effects on teaching, although there is some evidence that teachers' interpersonal styles benefit from small cla”
The Influence of Personality on Social Participation in Learning Environments (2006, background): “Both forms of participation show consistent correlations with academic performance (Finn et al., 2003; Finn, Pannozzo, & Voelkl, 1995; Marks, 2000; McDermott & Beitman, 1984).”
Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools (2011, background): “Finn et al. (2003) have pointed out that there is relatively little strong systematic observational research which would permit objective study of relationships between class size, teaching practices and student behavior.”
Dial D for Distraction: The Making and Breaking of Cell Phone Policies in the College Classroom (2015, background): “The positive educational effects of small class sizes and classroom activities and discussions have been well documented (Arias and Walker 2004; Biddle and Berliner 2002; Finn et al. 2003; Pollock et al. 2011).”