Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award


Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)


Educational Administration and Leadership

First Advisor

Dennis Brennan

First Committee Member

Phyllis Hensley

Second Committee Member

Rebecka Hagerty

Third Committee Member

Mari Irvin


In the 1996–1997 school year, California instituted one of the most costly and far-reaching educational reforms in the nation, reducing class size to 20 to 1 in first grade classes. The following year the California legislature authorized the expansion of class size reduction up to four grades (Kindergarten through third grade). This study investigated teacher attitudes toward students, training, and teaching methods when working in reduced class size settings (20 to 1). The study used survey and in-depth interview data. In the 1996–1997 school year several questions on teaching in a reduced class size setting were included in a survey sent to all teachers in the Sacramento City Unified School District. In the 1997–1998 school year all teachers working in reduced class size settings were surveyed for this study. Over two hundred teachers (46.6%) returned the survey. Follow-up interviews were conducted with sixteen teachers. The survey data indicated that teachers felt that they were using individualized instruction, providing feedback, and monitoring student progress more because of smaller class size. Teachers were more willing to attend training in specific areas. Teachers also communicated higher expectations to students. Interview data strongly indicated that teachers were experiencing higher job satisfaction, and that they felt they had a higher level of effectiveness because of class size reduction. The results of this study confirmed the results of prior research that size reduction has a very positive effect on teacher attitudes.




9780599278776 , 0599278773

To access this thesis/dissertation you must have a valid email address and log-in to Scholarly Commons.

Find in PacificSearch Find in ProQuest



If you are the author and would like to grant permission to make your work openly accessible, please email