The Issue of Class Size for Young Children in Schools: what can we learn from research?

Blatchford, Peter; Mortimore, Peter

doi:10.1080/0305498940200402

Cited by 91 publications

(86 citation statements)

References 9 publications

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“…As discussed in Blatchford & Mortimore (1994), knowledge about mediating processes might also help to explain why previous research has not always found a link between class size differences and outcomes. It may be, for example, that when faced with a larger class teachers might alter their style of teaching: they might tend to use more whole-class teaching and concentrate more on a narrower range of basic topics.…”

Section: Factors Which May Explain the Effect Of Class Size On Educatmentioning

confidence: 99%

“…There has been little research that can provide information on this issue. Almost all the studies are from the USA, and doubts exist about the reliability of some of the studies (see Blatchford & Mortimore, 1994). The STAR research was not set up to investigate processes that might explain any differences found between small and regular classes.…”

Section: Factors Which May Explain the Effect Of Class Size On Educatmentioning

confidence: 99%

“…Although we shall not review the research on mediating factors (for reviews see Cooper,-1989;Blatchford & Mortimore, 1994; National Association of Head Teachers [NAHT], 1996), some relevant methodological issues can be identified. First, in the case of both experimental and observational studies one basic objective would be to collect information on classroom processes in order to see if they are affected by class size differences and whether they then affect educational outcomes.…”

Section: Factors Which May Explain the Effect Of Class Size On Educatmentioning

confidence: 99%

“…In the review by Blatchford & Mortimore (1994) the following factors were identified as likely to be important processes: individualisation of teaching, quality of teaching, curriculum coverage, pupil attention, teacher control and time spent on managing pupils' behaviour, space, pupil morale, and pupil-pupil relations. In some cases measures may be tangible and relatively easily measured-for example, the amount of teacher attention to individual children can be assessed using systematic observation methods, although this is very time consuming (see Blatchford et al, 1987).…”

Section: Factors Which May Explain the Effect Of Class Size On Educatmentioning

confidence: 99%

“…Moreover, many of the issues arise in other areas of research. For a review of existing findings see Blatchford & Mortimore (1994) and Slavin (1990).…”

Section: Introductionmentioning

confidence: 99%

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Class Size and Educational Achievement: a review of methodology with particular reference to study design^[1]

Blatchford

1998

British Educational Res J

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The article reviews research into class size effects from a methodological viewpoint, especially concentrating on the various strengths and weaknesses of randomised controlled trials and observational studies. It discusses population definitions, causation and generally sets out the criteria for valid inferences from such studies. For illustration it presents some new findings from a reanalysis of the large data set from the Tennessee STAR (Student Teacher Achievement Ratio) study.

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Section: Factors Which May Explain the Effect Of Class Size On Educatmentioning

confidence: 99%

Section: Factors Which May Explain the Effect Of Class Size On Educatmentioning

confidence: 99%

Section: Factors Which May Explain the Effect Of Class Size On Educatmentioning

confidence: 99%

Section: Factors Which May Explain the Effect Of Class Size On Educatmentioning

confidence: 99%

“…Moreover, many of the issues arise in other areas of research. For a review of existing findings see Blatchford & Mortimore (1994) and Slavin (1990).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Class Size and Educational Achievement: a review of methodology with particular reference to study design^[1]

Blatchford

1998

British Educational Res J

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An examination of class size reduction on teaching and learning processes: a theoretical perspective

Harfitt

Tsui

2015

British Educational Res J

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The question of how class size impacts on student learning has been debated for some time, not least because it has substantial financial implications for educational policy. The strength of this debate notwithstanding, results from numerous international studies have been inconclusive. The study from which this paper stems sought to conceptualise the effects of class size on teaching and learning processes, an under-researched area in this field. To do that, the study explored qualitative differences in learning processes in large and small classes, drawing on social learning theory and the conceptual framework of community of practice to elucidate any differences. The data set includes classroom observations and interviews with students and teachers in four pairs of large and reduced-size English language classes in four Hong Kong secondary schools. Findings show that students were more motivated and engaged in their learning in the small classes studied. They also showed that the characteristics of a community of practice were more evident in the smaller classes. This paper concludes that it is the conditions that foster the development of a community of practice that have a critical role in bringing about high quality learning and that these conditions tend to be more easily met in smaller classes although there is no necessary relationship between the two. *Corresponding author. Room 123, Hui Oi Chow Building,

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PROTOCOL: Small Class Sizes for Improving Student Achievement in Primary and Secondary Schools: A Systematic Review

Filges¹,

Sonne-Schmidt²,

Jørgensen³

2015

Campbell Systematic Reviews

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The Issue of Class Size for Young Children in Schools: what can we learn from research?

Cited by 91 publications

References 9 publications

Class Size and Educational Achievement: a review of methodology with particular reference to study design^[1]

Class Size and Educational Achievement: a review of methodology with particular reference to study design^[1]

An examination of class size reduction on teaching and learning processes: a theoretical perspective

PROTOCOL: Small Class Sizes for Improving Student Achievement in Primary and Secondary Schools: A Systematic Review

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The Issue of Class Size for Young Children in Schools: what can we learn from research?

Cited by 91 publications

References 9 publications

Class Size and Educational Achievement: a review of methodology with particular reference to study design[1]

Class Size and Educational Achievement: a review of methodology with particular reference to study design[1]

An examination of class size reduction on teaching and learning processes: a theoretical perspective

PROTOCOL: Small Class Sizes for Improving Student Achievement in Primary and Secondary Schools: A Systematic Review

Contact Info

Product

Resources

About

Class Size and Educational Achievement: a review of methodology with particular reference to study design^[1]

Class Size and Educational Achievement: a review of methodology with particular reference to study design^[1]