Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools

Blatchford, Peter; Bassett, Paul; Brown, Penelope

doi:10.1016/j.learninstruc.2011.04.001

Cited by 208 publications

(142 citation statements)

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“…First, since it has been suggested that class size may influence the teacher's choice of instructional practices (e.g., childcentered practices appear to be more prevalent in smaller groups; Copple & Bredekamp, 2009), and a smaller class size may have a positive effect on students' reading and math performance (Blatchford, Bassett, & Brown, 2011), we controlled for the effect of class size in our analyses. Second, since parents' educational qualifications have been shown to be associated with children's reading and math performance (Lewis, 2000;McClelland & Morrison, 2003;Melhuish, 2010), we controlled for the parental educational level.…”

Section: Aims and Hypothesesmentioning

confidence: 99%

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

Lerkkanen

Kiuru

Pakarinen

et al. 2016

Early Childhood Research Quarterly

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2 Research Highlights How do child-centered versus teacher-directed practices promote academic skills development? Child-centered practices contribute positively to academic skills development at school.  The effect of child-centered practices on academic skills did not depend on the initial skill level  Teacher-directed practices are negatively associated with average and high reading skills. AbstractThis study examined the extent to which child-centered versus teacher-directed teaching practices predicted the development of children's reading and math skills in the first year of elementary school. In addition, we investigated whether associations between teaching practices and children's academic skills development in Grade 1 differed among children who had low, average, or high initial academic skills at the beginning of school. The reading and math skills of 1,132 Finnish children from 93 classrooms were assessed at the beginning and end of Grade 1, and the Early Childhood Classroom Observation Measure (ECCOM) was used to observe teaching practices in 29 classrooms. The results of multilevel modeling showed, first, that better reading skills upon entering school were associated with a higher level of childcentered teaching practices in the classroom. Second, a high level of child-centered teaching practices predicted children's reading and math skills development during the first school year. Third, the results showed that child-centered teaching practices were equally beneficial for the academic skills development of children with varying initial skill levels. However, teacher-directed practices were found to be negatively associated with reading skills development, particularly among children who had average or high initial reading skills at the beginning of school. The results emphasize the importance of childcentered teacher practices in promoting children's academic skills development also after kindergarten in elementary school.Keywords: reading, math, child-centered practices, teacher-directed practices, Grade 1 5 Child-Centered versus Teacher-Directed Teaching Practices:Associations with the Development of Academic Skills in the First Grade at School A considerable body of literature indicates that early childhood education (ECE) classroom practices impact child outcomes (Burchinal et al., 2008;Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002). The majority of this research has been conducted in preschools and kindergartens, but only a few studies have focused on the first school year in depth. For example, a wide range of documentation exists on the positive relationship between child-centered teaching practices and children's social skills and academic pre-skills at the preschool age (Stipek, Feiler, Daniels, & Milburn, 1995). However, children with poor academic skills seem to benefit from teacher-directed practices later on in kindergarten (Huffman & Speer, 2000) and at school age (Kikas, Peets, & Hodges, 2014). The present study examined the extent to which child-centered and teacher-dire...

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Section: Aims and Hypothesesmentioning

confidence: 99%

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

Lerkkanen

Kiuru

Pakarinen

et al. 2016

Early Childhood Research Quarterly

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“…Because of small class teaching environment, students will get more teachers' individual attention, which is beneficial to the positive interaction between the teachers and students, to the development of students' emotions, attitudes and values. [3] III. QUALITIES OF TEACHERS FOR SMALL CLASS ENGLISH TEACHING Due to the transformation from the big class English teaching to small class English teaching, college English teachers should build up new principals of teaching English, improve their English level, and enhance their teaching and research abilities.…”

Section: B Peculiar Features Of Small Class English Teachingmentioning

confidence: 99%

The strategies of small class teaching for college English teachers

Wang¹

2016

Proceedings of the 2015 Conference on Education and Teaching in Colleges and Universities

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Abstract-Due to the different emphasis westerners andChinese understand "small class English teaching "differently. Westerners pay more attention to the number of students when "small class English teaching is mentioned"; while Chinese advocate the spirit of "small class English teaching". Chinese purpose is to promote students' development in all-around way. This essay focuses on both of the two ideas. Obviously, small class teaching can benefit both the students and the teachers. But it is a big challenge for college teachers to change their teaching methods, teaching principals, teaching skills and techniques because they are accustomed to the old way. Setting up clear teaching and learning goals, encouraging students' participation, reflecting teaching process constantly, building up effective assessment system for students' class performance and cultivating their team spirit are the key factors to "small class English teaching".

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“…Every DAP workshop has fifteen to twenty L2 students and is led by four pre-service teachers (hereafter: PST), allowing the larger group to be divided into four smaller ones. The student-teacher ratio has been kept small to stimulate meaningful interaction (Blatchford et al 2011) and to allow for a didactic flexibility that benefits not only the Following abbreviations will be used throughout this paper (in alphabetical order): DAP (Dutch for Academic Purposes), IST (in-service teachers), HSLO (head of the teacher training programme), L2 (second language or non-native speakers of Dutch), PST (pre-service teachers or teachers in training), SLO (Specifieke LerarenOpleiding, literal translation: teacher training specifically for Dutch). Deygers, B.; Kanobana, S. stronger but also the weaker learners (Hattie 2005;Harfitt 2012).…”

Section: Context Of This Studymentioning

confidence: 99%

Influencing pre-service teachers’ beliefs and practices: a case for an experimental teaching experience.

Deygers

Kanobana

2016

Proceedings of the 2nd International Conference on Higher Education Advances

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Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools

Cited by 208 publications

References 32 publications

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

The strategies of small class teaching for college English teachers

Influencing pre-service teachers’ beliefs and practices: a case for an experimental teaching experience.

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