The purpose of this qualitative study was to analyze the perception of elementary teachers and their practices when transitioning from small classes of 20 to larger classes of 28 or more students. The respondents were asked questions about how they have adjusted to the instruction of the curriculum, classroom management, monitoring of student achievement, and the level of support received from administration as a result of increased class sizes due to the elimination of California's Class Size Reduction program. The respondents were asked to compare what they did with a class size averaging 20 to their current class size which averaged 28.6 students. The results of the interviews varied, but overall, the teacher's workload, quality of instructional programs, student behavior, and the personal connection between the student and teacher seem to be the areas most affected by larger class sizes. An underlying issue consistently surfaced throughout the interviews. The demands set forth by the district and state, such as pacing and rigorous curricular programs, was an area of concern for the participants in this study. This study identified areas where teachers feel they need more support and training and where change is needed.
","abstract_html":"<p>The purpose of this qualitative study was to analyze the perception of elementary teachers and their practices when transitioning from small classes of 20 to larger classes of 28 or more students. The respondents were asked questions about how they have adjusted to the instruction of the curriculum, classroom management, monitoring of student achievement, and the level of support received from administration as a result of increased class sizes due to the elimination of California's Class Size Reduction program. The respondents were asked to compare what they did with a class size averaging 20 to their current class size which averaged 28.6 students. The results of the interviews varied, but overall, the teacher's workload, quality of instructional programs, student behavior, and the personal connection between the student and teacher seem to be the areas most affected by larger class sizes. An underlying issue consistently surfaced throughout the interviews. The demands set forth by the district and state, such as pacing and rigorous curricular programs, was an area of concern for the participants in this study. This study identified areas where teachers feel they need more support and training and where change is needed.</p>","abstract_has_math":false,"creators":["Brandts, Linda M."],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation - Pacific Access Restricted","degree_discipline":"Educational Administration and Leadership","degree_department":null,"school":null,"contributors":["Antonio Serna"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T05:35:52Z","subjects":["Pedagogy","School administration","Elementary education","Teacher attitudes","Perceptions","Class size","California","Education","Achievement monitoring","Class Size Reduction Program","Classroom management","Management","Monitor","Educational Administration and Supervision","Educational Leadership"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781124929248"],"render_values":[{"text":"9781124929248","href":null,"code":true}]}]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/89","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Antonio Serna"]},{"key":"dc:creator","label":"Author","values":["Brandts, Linda M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:57:13Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Administration and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Pacific Access Restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Pedagogy","School administration","Elementary education","Teacher attitudes","Perceptions","Class size","California","Education","Achievement monitoring","Class Size Reduction Program","Classroom management","Management","Monitor","Educational Administration and Supervision","Educational Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9781124929248","https://scholarlycommons.pacific.edu/uop_etds/89"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative study was to analyze the perception of elementary teachers and their practices when transitioning from small classes of 20 to larger classes of 28 or more students. The respondents were asked questions about how they have adjusted to the instruction of the curriculum, classroom management, monitoring of student achievement, and the level of support received from administration as a result of increased class sizes due to the elimination of California's Class Size Reduction program. The respondents were asked to compare what they did with a class size averaging 20 to their current class size which averaged 28.6 students. The results of the interviews varied, but overall, the teacher's workload, quality of instructional programs, student behavior, and the personal connection between the student and teacher seem to be the areas most affected by larger class sizes. An underlying issue consistently surfaced throughout the interviews. The demands set forth by the district and state, such as pacing and rigorous curricular programs, was an area of concern for the participants in this study. This study identified areas where teachers feel they need more support and training and where change is needed.
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