The Influence of Class Size on the Planning, Decision Making, Concerns, and Instructional Behaviors of Experienced and Inexperienced Teachers = The Influence of Class Size on the Planning, Decision Making, Concerns, and Instructional Behaviors of Experienced and Inexperienced Teachers

다국어 초록 (Multilingual Abstract)

This study examined the decision making processes employed by two highly experienced teachers (HETs) and two less experienced teachers (LETs) as they planned for and taught lessons to classes with small (n=15-16) and large numbers (n=30-31) of students. The purposes of the study were to describe teachers` concerns and interactive decision making process associated with planning and teaching lessons for classes of different sizes and to investigate the influence of class size on teaching and learning behaviors. Both qualitative and quantitative methods were used including thinking-aloud, stimulated-recall, interviews, and West Virginia University Teaching Evaluation System. The findings indicated that smaller classes were beneficial; particularly for LETs. Class size was important for planning, specifically for selecting contents and organizing instruction. HETs used multiple formations to deal with variations in class size. However, LETs tended to use a single teaching format (either station or cohort) regardless of class size.

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