Should a child be put in a small class or a large class?
So as a parent would you send your child to a class with over 30 kids? Many people have advocated that children, especially those in grades K-6, should not have to be in a class of 30 kids. A child’s first couple years of school should be a place of comfort to these kids, not a place of distress and confusion. Studies have shown that children who are taught in small classes are likely to achieve more later on, whereas those who begin school as a part of a larger class, do not. Class size is not something that just started to be a concern in the world of education. Class size has affected the way kids learn for a long time now. There are many things being done within the educational world to solve this problem. One of the most famous studies of this problem has been project STAR. This stands for Tennessee’s Student Teacher Achievement Ratio (STAR) Project. This was created to find out what the right number ratio of kid to teachers should be the right one. This project kept track of 11,600 Tennessee students in 76 schools (Small Class Size, 1999). It stated in its report that children who participated in classes with 12-15 kid, did much better in school than kids who participated in classes with 25-30 kids (Small Class Size, 1999). Probably the worst part of the entire class size issue is that students know what they are missing buy being in a larger class. Here they interviewed three 2nd grade students in a class of 23 when asked what might be different if they were in a smaller class of 15 or 16 students and they said that "If I were in a smaller class, we would get to talk more," "I could ask more questions," and “I could make more friends and be Star of the Week longer...
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...l Class Size Produce Long-Term Benefits. (September 1999). NEA Today, 18(1), pp.33. Retrieved March 1, 2005 from EBSCO database at http://search.epnet.com/direct.asp?an=2214049&db=aph.
Kennedy, Mike. (2003 February). Sizing Up Smaller Classes. American School and University, 75(6), pp.15. Retrieved May 1, 2005 from EBSCO database at http://search.epnet.com/direct.asp?an=9155368&db=aph.
Finn, J. D. (1998). Class size and students at risk: What is known? What is next? National Institute on the Education of At-Risk Students.
Handley, P. (2002). Every classroom teacher’s dream. Educational Leadership, 59, 33.
Cruz, W. Klein Defends Plan for Third-Graders. Newsday pp.1B. February 12, 2004. Retrieved from http://www.classsizematters.org/
Merriam-Webster Online. Retrieved March 1, 2005 from http://www.m-w.com/netdict.htm
As stated from Wikipedia, an at risk student is a term used in the United States to describe a student who requires temporary or ongoing intervention in order to succeed academically. At risk students, sometimes referred to as at-risk youth, are also adolescents who are less likely to transition successfully into adulthood and achieve economic self-sufficiency. Characteristics of at-risk students include emotional or behavioral problems, truancy, low academic performance, showing a lack of interest for academics, and
Salvador, Damon. “Why College Athletes Should Not Be Paid?” 20 April 2013.Web. 18 May 2014.
In 1986, the Tennessee legislature commissioned the Tennessee Class Size Experiment to determine if class size made a difference in achievement for disadvantaged students. After studying 79 different schools in 42 school districts for 4 years, the researchers found that class size only had an effect on students in kindergarten through 3rd grade, and that effect was minute. The impact was only on reading, not math, and smaller classes did not help disadvantaged students. A 2002 study of New York City schools showed that smaller schools, not smaller classes, had an effect on student success.
Although I live in a small city, the class sizes at my school are large. My larger classes have made it difficult to get the individual help I want, and I know from past experiences that I function at a higher level in a smaller classroom setting. Flagler’s smaller class sizeof 17/1 is very important to me and will benefit to my success.
There are many aspects to an NCAA players eligibility, most of them are disputed against. One of these topics is players getting paid. Numerous questions are raised by this topic. The largest of these questions is “Should NCAA players get paid?.” Surprisingly, the pros for paying the athletes outnumber the reasons for not paying them. The athletes are basically workers for their school, they devote hours to their sport, they take time out of their classes, thus making their scholarships less valuable, and the NCAA teams would be more successful.
College sports have grown over the years, earning billions of revenue every year. However, what may seem surprising is that the athletes involved do not get a single penny earned from the revenue. These college sports require tremendous time and determination due to long hard practices along with rigorous course works. And due to the lack of time, athletes don’t often have the time for part time jobs that allow them to earn money to buy things they need or want for their personal life. Therefore, college athletes have every right to be paid for their hard work.
Eitzen, D. Stanley. "College Athletes Should Be Paid." Sports and Athletes. Ed. James D. Torr.
There are many people out there that believe that college athletes should not be paid because they are called to be a student first and an athlete second (Farrey). There are an ample amount of people and articles that suggest that paying college athletes is unfair and that they do not deserve to be compensated for their contributions to their respective schools. These people argue that these athletes and “st...
One of the hottest topics that modern science has been focusing on for a long time is the field of artificial intelligence, the study of intelligence in machines or, according to Minsky, “the science of making machines do things that would require intelligence if done by men”.(qtd in Copeland 1). Artificial Intelligence has a lot of applications and is used in many areas. “We often don’t notice it but AI is all around us. It is present in computer games, in the cruise control in our cars and the servers that route our email.” (BBC 1). Different goals have been set for the science of Artificial Intelligence, but according to Whitby the most mentioned idea about the goal of AI is provided by the Turing Test. This test is also called the imitation game, since it is basically a game in which a computer imitates a conversating human. In an analysis of the Turing Test I will focus on its features, its historical background and the evaluation of its validity and importance.
The technological field has advanced to something far more than what people could have imagined just a half a century ago. The technological revolution has changed the lifestyle of societies just as the Industrial revolution changed the lifestyle of Europe. Who would have imagined the Internet and computers in most homes, when a computer could barely fit into an entire building, much less intelligent machines? Artificial Intelligence is an intriguing technology that will shape the human lifestyle of the future. Restricting research and progress in the field is hardly a feasible task in today's world. More realistically, we should monitor and keep the technology in a realistic and safe progression.
...ned. A group study published by the Teachers College Record Journal compares high school students who attended small classes to those who did not. The results reveal that students who participated in smaller classes were “2.5 months ahead in all school subjects, and as much as five months ahead in some, compared to their counterparts who attended regular classes” (Finn et al. 168). Similar research supports that idea that small classes produce even greater long-term benefits when class-size reduction is extended for additional years during primary education. Longitudinal studies reveal that a longer duration in small class primary education equates to more considerable, enduring benefits in secondary education (Finn et al. 166). The seemingly short-term participation in class-size reduction enhances a student’s entire academic career and chance for achievement.
Districts have to think about if it is worth the money to reduce class sizes, and if there is enough proof that students are academically better off in smaller class size rather than larger classes. According to Matthew Chingos and Grover Whitehurt authors of Class Size: What Research Says and What It Means for State Policy, “Increasing the pupil/teacher ratio in the U.S. by one student would save at least $12 billion per year in teacher salary cost alone” (Chingos, Whitehurt). Why would districts want to pay for the creation of smaller classes when they could save more by just adding more students to a class? This goes to show that there should not be a price tag on someone’s education. Why put more on a teacher’s plate just to save money? With the result from the Student Teacher Ratio, it is hard for districts to say that having smaller class sizes is not the way to spend money. If the districts spent the money on the class size reduction, they would not have to worry about an annual cost, because once small classes are set in place, the districts do not have to continue to pay. According to the National Education Association (NEA), having class size reductions do not only involve money but also create “improved health, less Medicaid coverage, lower crime rates, and fewer welfare recipients” (Class Size Reduction: A Proven Strategy). So, the districts should also look at this before being concerned to where their money goes. The district’s money, according to the NEA, is going into these students who will live a better life later on when they are out of school and into the real
Summary- This book expert describes the fundamentals, history, and changes associated with Artificial Intelligence from 1950’s onward. The book provides a basic explanation that Artificial Intelligence involves simulating human behavior or performance using encoded thought processes and reasoning with electronic free standing components that do mechanical work.
If class sizes where smaller, teachers would be able to do more hands on activities and there would be less chance for distractions. Even through, teachers would be able to do more hands on activities and there would be less chance for distraction. Teachers could do more hands-on activities in a science class likesuch as experiments in class instead of homework outside of class. In smaller class sizes there would be less chance for distractions, more time to review for a big test, there would be more interaction with the teacher.. “In elementary schools, class sizes generally hovered around 20 in 2008, rising to 25 to 30 in many cases this year.” (Giuliani, 1)There would be more time to review for a big test in a smaller class. There would be more interaction with the teacher in a smaller class size. According to Scott Thill “The proposal by billionaire Bill Gates to increase cl...
Class size makes a huge impact on how the student learns. Along with many other things, there is more to the amount of kids in class than most people think. The quality one on one time is affected. Along with that, important questions that the students needs clarity on from the teacher might not be able to be answered because so many other students are in the room asking their own question. Students learn in their own ways. Teachers have to be flexible to how their students learn and in order to do that they need to know their students on a personal level. When class sizes are large, it effects students in negative ways in their learning.