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Books > Social sciences > Education > Organization & management of education
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Class Size and Pupil-Teacher Ratios - Where Education and Economics Collide (Paperback)
Loot Price: R1,298
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Class Size and Pupil-Teacher Ratios - Where Education and Economics Collide (Paperback)
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This book provides a "primer" with respect to the debate about
class size between economists and educators. In particular it
offers an overview of how economists look at school funding
problems, and makes a comparison between the work of the Chicago
School and others like Eric Hanushek, which has focused intensely
on the economic relationship between public spending on educational
resources and the cost of equipping and expanding school
infrastructure, and student outcomes. The book therefore focuses on
class size as a primary example of the way in which economists have
come to treat teaching and learning as a site for the development
of human capital. The book also takes a historical look at the
debate about class size from the perspective of theories about
public choice, which have emerged from the Chicago School through
the writings of Milton Friedman. This raises the issue of how the
notion of the "public" is understood, and whether educators and
economists are coming from different perspectives about what
schools should do for the community. Many educationists think about
the problem of class size from the perspective of a classroom
teacher, who must "eyeball" her students and regard them as
flesh?and?blood individuals, whereas economists deal in statistical
numbers and should therefore be understood as regarding class size
as symptomatic of population issues. The book surveys the two sides
of the long?standing debate about class size and its supposed
relationship to student achievement. The aim is to disclose a
theoretical principle that is adopted by both sides in the debate,
even if neither side is conscious of it. This principle relates to
the issue of individuals and populations as a binary opposition
that supplies either side with a valid viewpoint. The book explores
this principle, arguing that each of these opposing perspectives
depends on the other for its own logical outcome. The book analyses
the procedure of opposing individuals to populations and
demonstrates that the question of class size could be more
effectively approached by dealing with the principle that is at its
core.
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