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Author: Peter Blatchford Publisher: UCL Press ISBN: 1787358798 Category : Education Languages : en Pages : 340
Book Description
The debate over whether class size matters for teaching and learning is one of the most enduring, and aggressive, in education research. Teachers often insist that small classes benefit their work. But many experts argue that evidence from research shows class size has little impact on pupil outcomes, so does not matter, and this dominant view has informed policymaking internationally. Here, the lead researchers on the world’s biggest study into class size effects present a counter-argument. Through detailed analysis of the complex relations involved in the classroom they reveal the mechanisms that support teachers’ experience, and conclude that class size matters very much indeed. Drawing on 20 years of systematic classroom observations, surveys of practitioners, detailed case studies and extensive reviews of research, Peter Blatchford and Anthony Russell contend that common ways of researching the impact of class size are limited and sometimes misguided. While class size may have no direct effect on pupil outcomes, it has, they say, significant force through interconnections with classroom processes. In describing these connections, the book opens up the everyday world of the classroom and shows that the influence of class size is everywhere. It impacts on teaching, grouping practices and classroom management, the quality of peer relations, tasks given to pupils, and on the time teachers have for marking, assessments and understanding the strengths and challenges for individual pupils. From their analysis, the authors develop a new social pedagogical model of how class size influences work, and identify policy conclusions and implications for teachers and schools.
Author: Peter Blatchford Publisher: UCL Press ISBN: 1787358798 Category : Education Languages : en Pages : 340
Book Description
The debate over whether class size matters for teaching and learning is one of the most enduring, and aggressive, in education research. Teachers often insist that small classes benefit their work. But many experts argue that evidence from research shows class size has little impact on pupil outcomes, so does not matter, and this dominant view has informed policymaking internationally. Here, the lead researchers on the world’s biggest study into class size effects present a counter-argument. Through detailed analysis of the complex relations involved in the classroom they reveal the mechanisms that support teachers’ experience, and conclude that class size matters very much indeed. Drawing on 20 years of systematic classroom observations, surveys of practitioners, detailed case studies and extensive reviews of research, Peter Blatchford and Anthony Russell contend that common ways of researching the impact of class size are limited and sometimes misguided. While class size may have no direct effect on pupil outcomes, it has, they say, significant force through interconnections with classroom processes. In describing these connections, the book opens up the everyday world of the classroom and shows that the influence of class size is everywhere. It impacts on teaching, grouping practices and classroom management, the quality of peer relations, tasks given to pupils, and on the time teachers have for marking, assessments and understanding the strengths and challenges for individual pupils. From their analysis, the authors develop a new social pedagogical model of how class size influences work, and identify policy conclusions and implications for teachers and schools.
Author: Peter Blatchford Publisher: McGraw-Hill Education (UK) ISBN: 0335224326 Category : Education Languages : en Pages : 194
Book Description
"This is a very important book which may become a classic. The research study is remarkable in its magnitude, breadth and duration.... it is described in a form accessible to practitioners and policy makers." - Professor Jeremy D. Finn, State University of New York at Buffalo, USA "This fascinating book is one that should be compulsory reading for student teachers... It also provides challenge and insight for experienced teachers. ...a stimulating source of evidence which will challenge people to consider their own approaches and what might constitute good practice. ...an important contribution to the class size debate." - Inservice Journal One of the most important debates in education in recent years has been about the effects of class size differences in schools. This book provides the most complete analysis to date of the educational consequences of class size differences, and sets out to solve the puzzling gap between professional experience and research findings. This book: Examines results from a pioneering research project of international significance, unique in its scale and methodology Investigates the relationships between class size and pupil achievements by detailed examination of classroom processes Considers the view that small classes provide better teaching and learning, and why this is not supported by past research findings Identifies implications for policy at government, LEA and school level, teacher education and professional development Indicates implications for practice - maximising opportunities of small classes and minimising problems in large classes. Written in an accessible style and drawing upon examples from classroom life, this book is important reading for student and practising primary school teachers, M.Ed and doctoral students, teacher educators, researchers and policymakers.
Author: Peter Blatchford Publisher: Routledge ISBN: 131764347X Category : Education Languages : en Pages : 381
Book Description
Much debate, research and commentary about class sizes in schools is limited because of an exclusive concern with class size and pupil academic attainment, and a neglect of classroom processes, which might help explain class size effects (or lack of them). Very little is known about the central question: how can teachers make the most of class size changes? Much of the commentary on class size effects has focused on Western and English-speaking countries but there are promising developments elsewhere, particularly the 'Small Class Teaching' initiatives in East Asia in the past decade, which have brought new knowledge and practical wisdom to the class size debate. This book seeks to move toward a clearer view of what we know and do not know about class size effects, and to identify future steps in terms of policy and research. There is a huge and exciting potential for international collaboration on knowledge concerning class size effects which can help with research-informed policy. The book aims to draw out Eastern and Western international contexts which underpin any understanding of the role of class size in school learning. The book has chapters by an international team of experts on class size effects, including Maurice Galton and John Hattie. Chapters are organised into four main sections: Socio-cultural and political contexts to the class size debate in the East and West; Research evidence on class size; Class size and classroom processes likely to be related to class size changes; Professional development for small class teaching in East Asia.
Author: Peter Blatchford Publisher: Routledge ISBN: 1317643488 Category : Education Languages : en Pages : 313
Book Description
Much debate, research and commentary about class sizes in schools is limited because of an exclusive concern with class size and pupil academic attainment, and a neglect of classroom processes, which might help explain class size effects (or lack of them). Very little is known about the central question: how can teachers make the most of class size changes? Much of the commentary on class size effects has focused on Western and English-speaking countries but there are promising developments elsewhere, particularly the 'Small Class Teaching' initiatives in East Asia in the past decade, which have brought new knowledge and practical wisdom to the class size debate. This book seeks to move toward a clearer view of what we know and do not know about class size effects, and to identify future steps in terms of policy and research. There is a huge and exciting potential for international collaboration on knowledge concerning class size effects which can help with research-informed policy. The book aims to draw out Eastern and Western international contexts which underpin any understanding of the role of class size in school learning. The book has chapters by an international team of experts on class size effects, including Maurice Galton and John Hattie. Chapters are organised into four main sections: Socio-cultural and political contexts to the class size debate in the East and West; Research evidence on class size; Class size and classroom processes likely to be related to class size changes; Professional development for small class teaching in East Asia.
Author: Gary James Harfitt Publisher: Springer ISBN: 9812875646 Category : Education Languages : en Pages : 240
Book Description
This book provides a timely examination of the effects of class size reduction (CSR) on teaching and learning processes. It represents a departure in that the research covered focuses solely on the relationship between CSR and effective teaching in real secondary school classrooms. The book also presents a much-needed and powerful student voice on the impact of class size reduction on teaching and learning processes. It conceptualises the effects of class size on teaching and learning processes in secondary school classrooms, which are another under-researched perspective in this field. Drawing on multiple case studies concerning teaching and learning processes in large and small Hong Kong secondary-school classes, it highlights the qualitative differences in teaching and learning processes. On the basis of those studies, the book argues for a more purposeful, dynamic approach to education for teachers working in small or reduced-size classes.
Author: United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions Publisher: ISBN: Category : Education Languages : en Pages : 74
Author: Chris Peers Publisher: IAP ISBN: 1681235625 Category : Education Languages : en Pages : 147
Book Description
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.
Author: Peter Blatchford
Author: Peter Blatchford
Author: Peter Blatchford
Author: Peter Blatchford
Author: Lawrence R. Mishel
Author: Peter Blatchford
Author: Ellsworth Tompkins
Author: Gary James Harfitt
Author: United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions
Author: Tommy M. Tomlinson
Author: Chris Peers