Class-size effects in secondary school

Krassel, Karl Fritjof; Heinesen, Eskil

doi:10.1080/09645292.2014.902428

Cited by 19 publications

(11 citation statements)

References 14 publications

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“…We also did not detect a main effect for class size, although there was an interaction between class size and discussions in the math class. This contrasts with prior findings that smaller class sizes related to better learning [i.e., (Krassel and Heinesen, 2014)], although in some studies the effects of class size was very small (e.g., Watson et al, 2016), or affected by additional factors (Hattie, 2005).…”

Section: Discussioncontrasting

confidence: 95%

“…Teaching strategies are also affected by class size. Class size alone is generally found to have a small, but significant effect on learning outcomes with larger classes leading to slightly worse outcomes on average (Brühwiler and Blatchford, 2011;Krassel and Heinesen, 2014;Watson et al, 2016). Early evidence of this was well-summarized by Glass and Smith's (1979) meta-analysis, which indicated a continuous improvement for shrinking class sizes below around 30 students.…”

Section: Introductionmentioning

confidence: 99%

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Individualized Assignments, Group Work and Discussions: How They Interact With Class Size, Low Socioeconomic Status, and Second Language Learners

et al. 2020

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Varied teaching techniques are an important aspect of a successful classroom. Student and classroom factors such as ability level, lower socioeconomic status, and/or native language can interact with teaching techniques. Previous work suggests that each teaching technique may be more effective for different students or in different classroom situations, but few studies have directly examined which factors relate to effective teaching techniques. This study uses data for early secondary school students in Germany from the National Education Panel Study (NEPS) to examine the effects of group work, discussions, and individualized assignments on reading and math competency change between 7th and 9th grade. Additionally, we model the interactions of effects of class size, second language learners background, and lower socioeconomic status with these teaching techniques. We conclude that group work relates to more competency growth in math for second language learners, while classroom discussions relate to less growth for second language learners. Discussions relate to less growth in math competency for smaller classes and more growth in larger classes. Group work was also related to slower reading competency growth for children with a higher prior ability level. Findings are discussed in relation to existing theories of teaching techniques.

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Section: Discussioncontrasting

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Individualized Assignments, Group Work and Discussions: How They Interact With Class Size, Low Socioeconomic Status, and Second Language Learners

et al. 2020

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“…For instance, Nandrup (2016) conducted a longitudinal research on Danish public school, and found that a class size bigger than 28 would lead to a decrease in students' reading literacy. Additionally, the increased class size caused decreased reading achievement of ESL learners (Krassel & Heinesen, 2014), which might be that teachers in large classes may not be able to apply a variety range of pedagogies and would instead chose to utilize the teacher-centered pedagogies to organize the large class (Almulla, 2015), which might account for students' low reading literacy.…”

Section: Effective Pedagogical Factor Of Class Sizementioning

confidence: 99%

Assessment of Optimal Pedagogical Factors for Canadian ESL Learners’ Reading Literacy Through Artificial Intelligence Algorithms

Xiao¹,

Hu²

2019

IJEL

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The current study explored the effective pedagogical factors that distinguish high-achieving from low-achieving ESL (English as a second language) primary school learners in reading literacy in Canada. In total, 203 samples (167 high-achieving learners and 36 low-achieving learners from 128 primary schools) in the 4th grade were drawn from the public database of Progress in International Reading Literacy Study (PIRLS) 2016, which is the benchmark for large-scale assessments of reading literacy targeting fourth-grade students. For the first time in the ESL-related research, this study applied an artificial intelligence approach, support vector machine (SVM), to concurrently analyze 41 pedagogical factors associated with reading materials, classroom organization, reading strategies, in-class reading activities and post-reading activities. The overall 41 factors collectively distinguished the high-achieving readers from the low-achieving readers with a high accuracy score (0.793) via SVM. Then, these 41 factors were ranked according to their contribution to the SVM model through SVM-based recursive feature elimination (SVM-RFE). Eventually, an optimal factor set was selected by the SVM-RFE cross validation, which contained 10 effective pedagogical factors centered on reading materials, reading strategies and in-class reading activities for fourth-grade high-achieving ESL learners in reading literacy. Suggestions based on solid data analysis would facilitate infrastructural and pedagogical improvements in ESL reading education.

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“…Other factors such as school and class size may also impact student performance but the evidence is mixed as to the direction of this impact. For example, Krassel and Heinesen (2014) find that larger class sizes are negatively associated with exam performance in secondary level education, while Denny and Oppedisano (2011) suggest that bigger classes lead to better results when analysing PISA data for the UK and USA. On school size, Bradley and Taylor (1998) present evidence from the UK that students in larger schools perform better, while Foreman-Peck and Foreman-Peck (2006) show the opposite using Welsh data.…”

Section: Literaturementioning

confidence: 99%

A distributional analysis of upper secondary school performance

2019

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We examine the relationship between the distribution of upper secondary school performance and a range of individual and school level characteristics using unconditional quantile regression methods and data from Ireland. We find that determinants such as social class, maternal unemployment, extra private tuition, and working part-time have differential effects for low and high ability students and that important insights are lost by focusing on the conditional mean. The implication is that while certain factors can impact on whether or not a student is likely to proceed to higher education, other factors may affect where students go and what they study.

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Class-size effects in secondary school

Cited by 19 publications

References 14 publications

Individualized Assignments, Group Work and Discussions: How They Interact With Class Size, Low Socioeconomic Status, and Second Language Learners

Individualized Assignments, Group Work and Discussions: How They Interact With Class Size, Low Socioeconomic Status, and Second Language Learners

Assessment of Optimal Pedagogical Factors for Canadian ESL Learners’ Reading Literacy Through Artificial Intelligence Algorithms

A distributional analysis of upper secondary school performance

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