This document discusses the issue of increasing class sizes in schools due to budget cuts. It outlines how larger class sizes negatively impact both student and teacher performance, with students receiving less individual attention and teachers facing increased demands on their time. While some propose better teacher training as a solution, many argue that meaningful class size reductions are still needed to improve education outcomes. The long term effects of rising class sizes remain unclear as budget pressures continue to challenge the school system.
A linear correlation analysis of student engagement and level of understandin...AJHSSR Journal
Students are usually left silent and confused when they are asked to participate in class when they
do not know or understand the lesson being discussed. This is why this correlational study was conducted in
order to determine if there is a significant relationship between student engagement and level of understanding
among the randomly chosen 30 Grade 11 Humanities and Social Sciences students of the University of San
Carlos –Senior High School – South Campus in Cebu City Philippines. Adapted questionnaires on student
engagement and level of understanding were utilized and went through the face and content validity and pilot
testing to obtain validity and reliability. Simple mean, standard deviation, and Pearson's r correlation were used
to treat the interval data. Based on the findings, the students‟ level of student engagement was rated high
( ̅ ) and their level of understanding was found to be high as well ( ̅ ).
The researchers also discovered that there is a significant relationship between the two variables, r(28) = 0.63, p
< 0.05 among the 30 respondents. These findings imply that the students participate in school activities and
learn different ideas based on their comprehension of the different subjects and courses. The moderately high
correlation between the variables also denotes that when the students understand the topics being discussed,
he/she will most likely engage in class as well.
Jones fayettevvile principals and counselors perceptions of freshmen academy ...William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
A linear correlation analysis of student engagement and level of understandin...AJHSSR Journal
Students are usually left silent and confused when they are asked to participate in class when they
do not know or understand the lesson being discussed. This is why this correlational study was conducted in
order to determine if there is a significant relationship between student engagement and level of understanding
among the randomly chosen 30 Grade 11 Humanities and Social Sciences students of the University of San
Carlos –Senior High School – South Campus in Cebu City Philippines. Adapted questionnaires on student
engagement and level of understanding were utilized and went through the face and content validity and pilot
testing to obtain validity and reliability. Simple mean, standard deviation, and Pearson's r correlation were used
to treat the interval data. Based on the findings, the students‟ level of student engagement was rated high
( ̅ ) and their level of understanding was found to be high as well ( ̅ ).
The researchers also discovered that there is a significant relationship between the two variables, r(28) = 0.63, p
< 0.05 among the 30 respondents. These findings imply that the students participate in school activities and
learn different ideas based on their comprehension of the different subjects and courses. The moderately high
correlation between the variables also denotes that when the students understand the topics being discussed,
he/she will most likely engage in class as well.
Jones fayettevvile principals and counselors perceptions of freshmen academy ...William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Classroom Management The Challenge of Changeijtsrd
Undesirable behavior is inevitable inside and outside the school premises. This research addresses the importance of classroom management as one of the important factor that prevents the occurrence of undesirable behavior of the learners. Based on the findings, the ideal classroom management practices lead and connect teachers and learners to meet the model desirable behavior inside and outside the school premises. Indicators include Establishing clear learning outcomes, behavior management and maximizing in giving praise to the learners. Classroom management has shown to be one of the most important factors that teachers need to consider before the school year. The data has shown that in dealing with students behavior, teacher must develop a strategy that not just only address a single behavior but a multi strategy that meet the needs of the learners. Judith N. Ubod ""Classroom Management: The Challenge of Change"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30273.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30273/classroom-management-the-challenge-of-change/judith-n-ubod
PROPOSAL Students need a better Education to be ready for Co.docxaryan532920
PROPOSAL
Students need a better Education to be ready for College
Today education in high school is different from what most students face in college. Every year many students graduate from high school from all around the world, but the question that many students do not ask themselves is “I am prepared to move forward.” Many students struggle when they take classes at colleges. Sometimes they fail, do not do well in college and they feel disappointed and drop out of college. Many students feel that everything is new for them because the way that they had been taught was different or maybe it was a basic style. Students believe that high school should be more like preparation to enter to college; teachers should teach as college professors do, so that the students do not get surprised when they enter into a college institution.
High school is the end for some students, but for other, it is only a new beginning. Students face many responsibilities, new ways of learning, and different ways of teaching when they are introduce into a college institution. For some students, it is hard to adapt to this new ways of learning because in high school it was different. Yates Kathy Jo Ed Ph. made a survey to find out if students were prepare for college.
‘The analysis indicated that students who entered college prepared for college-level work, based on earned ACT scores, were much more likely to graduate within 3 years as compared to students who entered college underprepared and required to take developmental courses. Further, the study revealed that the number of developmental courses and the number of developmental academic subject content areas students were required to take was inversely related to the 3-year persistence-to-graduation rate.’ (Graduation rates: A comparison of first-time, full-time freshmen who entered a community college prepared and those who entered underprepared for college-level work) (Yates, 2011)
Some examples are, in high school, teachers grade students for the effort and not for doing it the right way, another example is the discipline of doing things in a professional way, not in a basic way. Students got used to being baby-sat in high school. In college, students feel that teachers do not care about them because teachers do not tell them what they did wrong. Students need to know that high school is not the same as college. This is the big surprise that students find when they enter into an institution. Teachers treat students as an adult and that most students do not understand it.
For the most part students in high school learn in only one learning style. Students learn the basic subjects in an easy way, not like college level. Crosby, Lynne Sponaugle, Ph.D survey was that,
‘The results of this study can support community college faculty and administrators' efforts to prepare their students as actively engaged and effective citizens. The findings suggest that students may benefit from meaningful civic activities an ...
1st 2.5 pages of the paper highlighted in yellow. You job is to .docxvickeryr87
1st 2.5 pages of the paper highlighted in yellow
. You job is to complete the Tier 1,2 and 3 sections and conclusion
Through School counseling all students receive a dedicated counseling program to help with their college, career, life and economical competencies. With the idea of students having a clear school and life balance from issues that could hinder their success, academic goals will be achieved at a higher level. Ms. Caudillo at the Luskin Academy goes beyond the call of duty to provide students with counseling guidance. Luskin Academy has three full-time counselors working on the school site. The caseload for Ms. Caudillo is 255 students which consist of 11th and 12th grade students. Mr. Blake is the 10th grade counselor and has approximately 140 students. Ms. Gutierrez is the 9th grade counselor and has about 142 students. Ms. Caudillo has served as a lead counselor for the past eight years. The Luskin academy has a great counseling program, however there is still areas of growth and improvement that can achieve an even higher level of excellence. This paper will examine in depth the essential growth areas and the tier model to address the areas that need attention.
The Luskin Academy uses The American School Counselor Association (ASCA) National Model are school counseling programs which are collaborative efforts that benefit the students, teachers, administrators, and the community (“ASCA National Model,” 2012). One-way Luskin Academy aligns with the ASCA National Model is by following the student to counselor ratio recommended in the ASCA National Model Framework. According to the ASCA (2012), “To achieve maximum program effectiveness, the American School Counselor Association recommends a school counselor to student ratio of 1:250 and that school counselors spend 80 percent or more of their time in direct and indirect services to students” (p. 10). The counselors at Luskin Academy have a counselor to student ratio of 1:255. This is beneficial because it allows counselors to provide their students with the time, they need to ensure their needs are met.
A second way Luskin Academy aligns with the ASCA National Model Framework are the systems in place to ensure the students, and various stakeholders benefit from the school counseling program. Ms. Caudillo states the school counseling system is comprehensive because it focuses on career, social, and college/academics. The ASCA framework says an effective school counseling program is one that is comprehensive and ensures students receive equitable access to both opportunities and a rigorous curriculum that allows students full participation in the educational process (“ASCA,” 2012). Ms. Caudillo believes that the school’s comprehensive counseling program is providing students with equitable assess, which is crucial for students who attend school in a low-income area.
Luskin Academy calls for a comprehensive counseling program providing equitable access by w.
Wetherly, brock the first year teacher in a critical needs schoolWilliam Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Stand for Children Indiana and Teach Plus Indiana released a new report that assesses the state of the teaching profession in Indiana and puts forth a series of recommendations to combat teacher shortage and help retain teachers in the Hoosier state.
Best Ways To Study Essay
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Many of the most important organizational behavior challenges requ.docxinfantsuk
Many of the most important organizational behavior challenges require coordinating plans and goals among groups. This case describes a multiorganizational effort, but the same principles of accommodation and compromise also apply when trying to work with multiple divisions within a single organization. You’ll create a blueprint for managing a complex development team’s progress, steering team members away from negative conflicts and toward productive discussion. You’ll also be asked to help create a new message for executives so they can lead effectively.
Major Topic Areas
· ● Group dynamics
· ● Maximizing team performance
· ● Organizational culture
· ● Integrative bargaining
The Scenario
The Woodson Foundation, a large nonprofit social service agency, is teaming up with the public school system in Washington, D.C., to improve student outcomes. There’s ample room for improvement. The schools have problems with truancy, low student performance, and crime. New staff quickly burn out as their initial enthusiasm for helping students is blunted by the harsh realities they encounter in the classroom. Turnover among new teachers is very high, and many of the best and brightest are the most likely to leave for schools that aren’t as troubled.
The plan is to create an experimental after-school program that will combine the Woodson Foundation’s skill in raising private money and coordinating community leaders with the educational expertise of school staff. Ideally, the system will be financially self-sufficient, which is important because less money is available for schools than in the past. After several months of negotiation, the leaders of the Woodson Foundation and the school system have agreed that the best course is to develop a new agency that will draw on resources from both organizations. The Woodson foundation will provide logistical support and program development and measurement staff; the school system will provide classrooms and teaching staff.
The first stage in bringing this new plan to fruition is the formation of an executive development team. This team will span multiple functional areas and establish the operating plan for improving school performance. Its cross-organizational nature means representatives from both the Woodson Foundation and the school district must participate. The National Coalition for Parental Involvement in Education (NCPIE) is also going to be a major partner in the program, acting as a representative for parents on behalf of the PTA.
Conflict and Agreement in the Development Team
While it would be perfect if all the groups could work together easily to improve student outcomes, there is little doubt some substantive conflicts will arise. Each group has its own interests, and in some cases these are directly opposed to one another.
School district representatives want to ensure the new jobs will be unionized and will operate in a way consistent with current school board policies. They are very concerned ...
Educational Negligence
Taya Hervey-McNutt
Strayer University
EDU: 599 Capstone
Dr. Joe Canada
May 18, 2022
Educational Negligence
The key to success has always been associated with education in America. Needless to
say that any elements that negatively impact education are handled with great urgency and
seriousness. Among the many issues facing education that negatively influences students is
educational negligence. “A legal definition of educational malpractice is yet to be codified, but
the term can be assumed to involve professional negligence or the failure to provide services that
can reasonably be expected (1).” Not only can a child's school life get negatively impacted by
educational negligence, but also the learner's future ambitions and career preference. Educational
negligence is a serious problem that can take several forms, from a failure to provide an
acceptable standard of teaching to ignoring non-attendance or not catering to special educational
needs.
The Connection Between Educational Negligence and Diversity
In a study done in South Korea, numerous culturally and linguistically diverse teenagers
had been subjected to maltreatment resulting in many students choosing to drop out. Child
neglect, peer relationships, student-teacher interactions, and dropping out of school all increased
linearly over time, according to the result of the research study (2). This evidence supports the
argument that neglecting a child has a direct and long-term effect on peer connections and
student-teacher relationships, as well as an increased risk of dropping out of school. It was
observed that positive peer relationships and student-teacher relationships have a direct effect on
the chance of dropping out of school. Both peer interactions and student-teacher ties mediated
the relationship between school neglect and dropout on a cross-sectional basis.
As depicted in the findings of this research, among a diverse student population, creating
positive relationships with peers and teachers every year could reduce the negative effect that
neglect can have in leading a student to drop out of school (2).
How Ethical Standards Relate to Educational Negligence
School administrators must provide a solid foundation for success that is built on the
abilities of teachers and other professionals who interact with students ethically. When making
decisions, effective school administrators balance the demands of children and their own
personnel. In order to accomplish this, a healthy energy balance between current activity and the
building of unity must be maintained by responding equally to the diverse demands of students
and teachers. According to the aforementioned argument, a school administration, including
instructors, that fails to fulfill its obligation to ensure that students' needs are met violates ethical
standards.
Problems Related to Educational Negligence
Carelessness in education is related to a variety of issues, one of which is cha ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Anderson 1
Alissa Anderson
Susan Lester
Adv Grammar and Composition
28 September 2011
Issue of Class Size
In 2000, a study has shown that, “Students in small classes significantly outperformed
their counterparts in regular size classes in math and reading in both first and second grade.”
(Georgia Association of Educators). Increasing class sizes are causing a major impact on student
and teacher performance. In the past, our school districts have slowly added one or two
additional students per classroom. Currently, because of budget reductions within the school
system, class sizes are continuing to increase which can lead to many problems in and out of the
classroom. Class size has become a major issue in the modern day education system;
furthermore, educators must be able to identify and analyze the problem, the immense impact,
various solutions, and the future implications.
Class size is a major issue that has been taking its toll on both teachers and students in
and out of the classroom. Budget cuts are a big part of why class size has increased over the
years: “Cherokee County had set aside money to help it through economic downturns, but those
reserves are gone as it moves into an expected third year of falling tax revenue” (Quinn). Many
counties in the state of Georgia have tried to be financially responsible so that they do not have
to affect the school system drastically. Most school districts will not see a major increase of class
sizes within the span of a year because they are afraid of the outcome. The issue of increasing
2. Anderson 2
class size is not originating from the fact that we have a large influx of new students coming to
our schools; school districts are simply making budget cuts that affect all members of the
educational system. Teachers will continue to struggle in the classroom while class sizes climb
and our tax money dwindles as, “Senate Bill 184 would require local school systems to use
teacher performance as the primary factor when deciding layoffs” (Hunt and Badertscher). As a
result of this bill, our most experienced teachers, the ones that have been in the education system
for longer than some of these other teachers have been alive, are getting laid off. The Senate is
not taking into consideration that the curriculum might have changed since their decade, besides
it is not right for our experienced teachers to lose their jobs. Mr. Bloomberg adds in, “If you
have to have smaller class size or better teachers, go with the better teachers every time.”
(Medina). In Maureen Downey’s article about class size, Peter Smagorinsky, an experienced
teacher, rebuts Mr. Bloomberg’s opinion about experienced teachers. Mr. Smagorinsky says that
if he only devoted one minute per student outside of the class room each day, this would be an
addition two and a half hours to every work day (Downey). Peter Smagorinsky is a firm believer
that even if we do have “good teachers” in the classroom, it won’t matter if we cram as many
bodies as we can in them to educate (Downey). Some people question whether or not the school
districts are seriously taking the impact of these swelling class sizes into consideration.
With class sizes escalating, it is beginning to affect the students and teachers more than
ever. Students are not getting enough one-on-one attention, thus students grades are
plummeting, and behavior is worsening as well. Teachers are also under great pressure with
more students being piled into their work environment. With a huge class, teachers are now,
“Standing in front of 40 or more students preparing them to take standardized tests, which can be
3. Anderson 3
machine graded.” (Downey). Since teachers have to cram so much information into so many
heads, and they are not getting the face to face time with their students, it is very negatively
effecting student’s education now and it will in the future (Downey). Students are simply
memorizing the information so that they can pass the standardized test (Downey). It is not the
students’ fault that their grades are reflecting the key issue of enlarged class sizes. These students
cannot help the fact that standardized tests are the only the thing that “matters” anymore
(Georgia Association of Educators). The president from the Georgia Association of Educators,
Jeff Hubbard, has stated, “The evidence always has shown, and continues to do so, that lower
student/teacher ratios not only increase student performance…but they also contribute
significantly to reducing student discipline problems” (Georgia Association of Educators).
Grades are not the only things that are being taken into consideration with the oversized
classroom; student behavior issues are now becoming apparent. If students are misbehaving in
the class room, it is unlikely that this behavior will stop in school. A math teacher from North
Carolina reports, “If you’ve gained five kids, that’s five more papers to grade, five more kids
who need makeup work if they’re absent, five more parents to contact, five more e-mails to
answer. It gets overwhelming.” (Dillon). Teachers now have to deal with those extra parents,
student absences, teaching the curriculum, and managing students’ behavior (Dillon). It all adds
up in the long haul if you just add three kids per teacher. Once the negative effects have become
apparent, will educators seek solutions?
If our school districts are not going to take action in making our class sizes smaller, what
actions will be taken? The University of Maryland has set up a Center for Teaching Excellence
that shows teachers how to better prepare themselves for a large class size. This Center for
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Teaching Excellence has said that teachers need to make students become active learners.
Teachers need to be aware of the enthusiasm of instruction so it will carry over to the students
(Benson). In addition, educators need to make the subject material interesting and need to
present it in an engaging way (Benson). The Center for Teaching Excellence also informs
instructors to be prepared to manage classroom disruptions. It has been proven that larger class
sizes have resulted in student behavior worsening (Benson). Teachers must try not to appear
overwhelmed by the student-to-teacher ratio, and are able to handle any situation that may arise
(Benson). Adam Gamoran of the University of Wisconsin-Madison has stated that, “Small
classes are more engaging place for students because they’re able to have a more personal
connection with teachers, simply by virtue of the fact that there are fewer kids in the classroom
competing for that teacher’s attention.” (Toppo). Students need more attention by the teachers to
learn the material thoroughly and feel like there is a purpose for the class (Toppo). If a teacher is
not interested in what a student is doing in the classroom then the student may no longer have a
concern for their learning ability either. The solutions should be focused on how instructors can
adapt to the ever increasing demands caused by larger classes. These solutions need to be acted
on quickly to better the future of the students and the career field.
Is there any way to predict what the educational system will look like in the future based
on what has happened in the past? A recent vote took place for Georgia school districts and,
“The vote essentially guts the prevailing state rules that mandated 23 students or fewer in k-3 and
28 in grades 4-8.” (Downey). This does not leave a positive outlook on lowering class sizes.
Because of budget cuts, school districts have had to come to a point where class sizes are
limitless (Downey). The director of Georgia Partnership for Excellence in Education has gone
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out on a limb to say that it has only been proven that class size matters in kindergarten and first
grade (Downey). Many teachers report the positive impact of smaller class size, but most of the
general public does not see the importance of this pressing issue. The outlook for this issue is
unclear as the information being put out to the public is not thorough and accurate in what it
depicts. More research needs to be done to realize the impact of ever increasing class sizes on
students and teachers. Wayne Blanton, a director at the Florida School Boards Association, has
stated that it doesn’t make sense for a class to have to split up halfway through the year, just
because of one new student (Dillon). In saying this Blanton wants to make it a point that Florida
needs to make their law a little more flexible in case something like this may take place (Dillon).
The major problem with this policy is knowing when it is time to split up the class. This issue
will not change much at all in the future unless action is taken. One of two things must happen;
school districts either need to make a major change to class sizes for a year or work a little harder
to get our funding up.
After extensive research on growing classroom sizes, it is clear that the individuals
considering teaching as a career must be aware of the escalating demands because of ever-
increasing class size. Because of extremely large class sizes, teachers must be flexible and
patient. Most high school seniors are not the most patient and caring people in the world, and at
that point in their life it is not in their best interest to be thinking about going into a teaching
career while school districts’ budgets are diminishing. Naturally, if a high school senior gets
easily annoyed, then teaching a classroom crammed full of students may not be their best career
option. Furthermore, students interested in teaching should realize that increased class sizes
mean fewer teaching jobs. Certainly, while the impact is very harsh on teachers and students in
6. Anderson 6
the classroom, people pursuing this career field should be well aware of the impact of budget
cuts which result in larger class sizes.
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Works Cited
Benson, Spencer A, dir. "Large Classes: A Teaching Guide Large Class Introduction." Center for
Teaching Excellence. University of Maryland, 2008. Web. 12 Sept. 2011.
<http://www.cte.umd.edu/library/teachingLargeClass/guide/ch1.html>.
Dillon, Sam. "Tight Budgets Mean Squeeze in Classrooms." The New York Times. N.p., 6 Mar.
2011. Web. 11 Sept. 2011.
<http://www.nytimes.com/2011/03/07/education/07classrooms.html?pagewanted=all>.
Downey, Maureen. "Class size: After state board vote Monday, the sky’s the limit." AJC. N.p., 3
May 2010. Web. 11 Sept. 2011. <http://blogs.ajc.com/get-schooled-
blog/2010/05/23/class-size-after-state-board-vote-monday-the-skys-the-limit/>.
Downey, Maureen. "Does class size matter? Don’t ask Bill Gates. Ask a teacher." AJC. Get
Schooled with Maureen Downey, 19 June 2011. Web. 12 Sept. 2011.
<http://blogs.ajc.com/get-schooled-blog/2011/06/19/does-class-size-matter-dont-ask-bill-
gates-ask-a-teacher/>.
"Georgia's children will begin reaping benefits of lower class sizes."
Georgia Association of Educators. N.p., Fall 2006. Web. 12 Sept. 2011.
<http://gae2.org/content.asp?contentid=1062>.
Toppo, Greg. "Size alone makes small classes better for kids." USA Today. N.p., 24 Mar. 2008.
Web. 11 Sept. 2011. <http://www.usatoday.com/news/education/2008-03-24-small-
classes_N.htm>.