Abstract
Purpose. The purpose of this descriptive study was to examine the effects of transitioning from CSR classrooms to regular-size classrooms in fourth grade as perceived by elementary school principals and fourth-grade teachers in the areas of (1) student behavior, (2) student social interactions, (3) classroom management, (4) teachers instructional practices, (5) instructional pacing, and (6) student academic preparation levels. Methodology. The study used the qualitative approach of a descriptive, multiple case study. The findings of the study were derived from interviews at twelve elementary schools located in seven districts within the West End of San Bernardino County. The respondents included the principals and 30 fourth-grade teachers. Findings. There was a perceived difference in student behavior by both principals and teachers. The principals and teachers perceived an increase in student attention needs and dependence on the teacher. The principals and teachers perceived a change in instructional delivery strategies used. CSR was one factor among many which affected instructional delivery strategies. The principals and teachers perceived that fourth-grade students were more prepared academically than in the past. The principals and teachers perceived that there had been an improvement in the reading levels of fourth-grade students. CSR was perceived to be the major factor working in combination with a variety of other factors in this improvement. The teachers as a group would like to see CSR expanded to include at least grade 4. Conclusions. Positive behavioral, instructional, and academic preparation benefits were perceived as a result of student placement in small-size classes in the primary grades. Reading gains achieved by students in CSR classrooms continued into the fourth grade. However, the benefits in CSR which contributed most to the reading gains may also be working against continuance of those gains beyond CSR classrooms. Recommendations. Recommendations for further study included a replication study in other parts of the state, a study of strategies used by teachers to mitigate against any negative effects of transitioning from CSR to regular classes, and a longitudinal examination of the behavioral, instructional, and academic preparation effects of class size reduction.