Rethinking Class Size
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 outcome...
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| Auteurs principaux: | , |
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| Format: | Online |
| Langue: | anglais |
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UCL Press
2021
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| Accès en ligne: | ONIX_20211208_9781787358799_8 |
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| _version_ | 1869526229497937920 |
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| author | Blatchford, Peter Russell, Anthony |
| author_browse | Blatchford, Peter Russell, Anthony |
| author_facet | Blatchford, Peter Russell, Anthony |
| author_sort | Blatchford, Peter |
| collection | Directory of Open Access Books |
| 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. ‘This book is sorely needed. It is evidence based, it is comprehensive, it is engaging, and it will add immeasurably to the debates and literature.’ John Hattie, Laureate Professor, Melbourne Graduate School of Education |
| format | Online |
| id | doab-20.500.12854ir-74788 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | UCL Press |
| publisherStr | UCL Press |
| record_format | ojs |
| spelling | doab-20.500.12854ir-747882025-07-30T11:55:28Z Rethinking Class Size Blatchford, Peter Russell, Anthony education class size learning teaching classroom processes special educational needs classroom management curriculum peer relations SEN educational policy assessment thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education 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. ‘This book is sorely needed. It is evidence based, it is comprehensive, it is engaging, and it will add immeasurably to the debates and literature.’ John Hattie, Laureate Professor, Melbourne Graduate School of Education 2021-12-09T04:03:12Z 2021-12-09T04:03:12Z 2021-12-08T12:15:35Z 2020 book ONIX_20211208_9781787358799_8 OCN: 1201691869 https://library.oapen.org/handle/20.500.12657/51776 9781787358799 9781787358805 9781787358812 9781787358829 9781787358836 https://directory.doabooks.org/handle/20.500.12854/74788 eng open access image/jpeg image/jpeg image/jpeg n/a n/a n/a https://library.oapen.org/bitstream/20.500.12657/51776/1/9781787358799.pdf https://library.oapen.org/bitstream/20.500.12657/51776/1/9781787358799.pdf https://library.oapen.org/bitstream/20.500.12657/51776/1/9781787358799.pdf UCL Press UCL Press 10.14324/111.9781787358799 10.14324/111.9781787358799 29b9f0a3-1b0d-4bdd-99d7-b4d3432d7fcc 9781787358799 9781787358805 9781787358812 9781787358829 9781787358836 UCL Press 328 London open access |
| spellingShingle | education class size learning teaching classroom processes special educational needs classroom management curriculum peer relations SEN educational policy assessment thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education Blatchford, Peter Russell, Anthony Rethinking Class Size |
| title | Rethinking Class Size |
| title_full | Rethinking Class Size |
| title_fullStr | Rethinking Class Size |
| title_full_unstemmed | Rethinking Class Size |
| title_short | Rethinking Class Size |
| title_sort | rethinking class size |
| topic | education class size learning teaching classroom processes special educational needs classroom management curriculum peer relations SEN educational policy assessment thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education |
| topic_facet | education class size learning teaching classroom processes special educational needs classroom management curriculum peer relations SEN educational policy assessment thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education |
| url | ONIX_20211208_9781787358799_8 |
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