Preferencje help
Widoczny [Schowaj] Abstrakt
Liczba wyników
2011 | 21 | 6 | 715-730
Tytuł artykułu

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

Treść / Zawartość
Abstrakt, słowa kluczowe
Źródło
Twórcy
Bibliografia
Dodatkowe informacje
Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
It is widely recognized that we need to know more about effects of class size on classroom interactions and pupil behavior. This paper extends research by comparing effects on pupil classroom engagement and teacher–pupil interaction, and examining if effects vary by pupil attainment level and between primary and secondary schools. Systematic observations were carried out on 686 pupils in 49 schools. Multilevel regression methods were used to examine relationships between class size and observation measures, controlling for potentially confounding factors like pupil attainment. At primary and secondary levels smaller classes led to pupils receiving more individual attention from teachers, and having more active interactions with them. Classroom engagement decreased in larger classes, but, contrary to expectation, this was particularly marked for lower attaining pupils at secondary level. Low attaining pupils can therefore benefit from smaller classes at secondary level in terms of more individual attention and facilitating engagement in learning.
Czasopismo
Learning and Instruction , ISSN 09594752
Rocznik
Tom
21
Numer
6
Strony
715-730
Opis fizyczny
Bibliografia
  • 1. Achilles, C.A., "Let’s put kids first, finally: Getting class size right", 1999
  • 2. Anderson, L.W., "Why should reduced class size lead to increased student achievement?", Wang, M.C.& Finn, J.D. (Eds.), How small classes help teachers do their best, 2000, p.3-24
  • 3. Bennett, N., "Class size in primary schools: Perceptions of head teachers, chairs of governors, teachers and parents", British Educational Research Journal, vol. 22, 1, 1996, p.33-55
  • 4. Betts, J.R.& Shkolnik, J.L., "The behavioral effects of variations in class size: the case of math teachers", Educational Evaluation and Policy Analysis, vol. 21, 2, 1999, p.193-213
  • 5. Biddle, B.J.& Berliner, D.C., "What research says about small classes and their effects", Part of series, In Pursuit of better schools: What research says, 2002, Downloadable from, http://www.WestEd.org/policyperspectivesor, http://edpolicyreports.org
  • 6. Blatchford, P., "The class size debate: Is small better?", 2003
  • 7. Blatchford, P., "A systematic observational study of teachers’ and pupils’ behaviour in large and small classes", Learning and Instruction, vol. 13, 6, 2003, p.569-595
  • 8. Blatchford, P.& Goldstein, H.& Mortimore, P., "Research on class size effects: a critique of methods and a way forward", International Journal of Educational Research, vol. 22, 1998, p.691-710
  • 9. Blatchford, P.& Baines, E.& Kutnick, P.& Martin, C., "Classroom contexts: connections between class size and within class grouping", British Journal of Educational Psychology, vol. 71, 2, 2001, p.283-302
  • 10. Blatchford, P.& Baines, E.& Rubie-Davies, C.& Bassett, P.& Chowne, A., "The effect of a new approach to group-work on pupil-pupil and teacher-pupil interaction", Journal of Educational Psychology, vol. 98, 2006, p.750-765
  • 11. Blatchford, P.& Bassett, P.& Brown, P., "Teachers’ and pupils’ behaviour in large and small classes: a systematic observation study of pupils aged 10/11 years", Journal of Educational Psychology, vol. 97, 3, 2005, p.454-467
  • 12. Blatchford, P.& Bassett, P.& Brown, P.& Martin, C.& Russell, A.& Webster, R., "The deployment and impact of support staff (DISS) project. Research brief 148", 2009, Available from, www.schoolsupportstaff.net
  • 13. Blatchford, P.& Bassett, P.& Goldstein, H.& Martin, C., "Are class size differences related to pupils’ educational progress and classroom processes? Finding from the Institute of Education Class Size Study of children aged 5-7 Years", British Educational Research Journal, vol. 29, 5, 2003, p.709-730, Special Issue ‘In Praise of Educational Research’, Guest Editors: S. Gorrard, C. Taylor & K. Roberts
  • 14. Blatchford, P.& Kutnick, P.& Baines, E.& Galton, M., "Toward a social pedagogy of classroom group work", Blatchford, P.& Kutnick, P. (Eds.), Special Edition of International Journal of educational research, vol. Vol. 39, 2003, p.153-172
  • 15. Blatchford, P.& Lai, K.C., "Class size: arguments and evidence", McGraw, B.& Baker, E.& Peterson, P.P. (Eds.), International encyclopedia of education, 2010, 3rd edition
  • 16. Blatchford, P.& Moriarty, V.& Edmonds, S.& Martin, C., "Relationships between class size and teaching: a multi-method analysis of English infant schools", AmericanEducational Research Journal, vol. 39, 1, 2002, p.101-132
  • 17. Blatchford, P.& Mortimore, P., "The issue of class size in schools: what can we learn from research?", Oxford Review of Education, vol. 20, 4, 1994, p.411-428
  • 18. Blatchford, P.& Russell, A.& Brown, P., "Teaching in large and small classes", Saha, L.J.& Dworkin, A.G. (Eds.), International handbook of research on teachers and teaching, 2009, p.779-790, (ISBN: 978-0-387-73317-3)
  • 19. Bourke, S., "How smaller is better: some relationships between class size, teaching practices, and student achievement", American Educational Research Journal, vol. 23, 4, 1986, p.558-571
  • 20. Bronfenbrenner, U., "The Ecology of human development", 1979
  • 21. Bruhwiler, C.& Blatchford, P., "Effects of class size and adaptive teaching competency on classroom processes and academic outcome", Learning and Instruction, vol. 21, 2011, p.95-108
  • 22. Cooper, H.M., "Does reducing student-to-teacher ratios affect achievement?", Educational Psychologist, vol. 24, 1, 1989, p.79-98
  • 23. Creemers, B., "The effective classroom", 1994
  • 24. Croll, P., "Systematic classroom observation", 1986
  • 25. Delamont, S.& Hamilton, D., "Revisiting classroom research: a continuing cautionary tale", Hammersley, M. (Eds.), Controversies in classroom research, 1986, p.25-43
  • 26. Dunkin, M.J.& Biddle, B., "The study of teaching", 1974
  • 27. Ehrenberg, R.G.& Brewer, D.J.& Gamoran, A.& Willms, J.D., "Class size and student achievement", Psychological Science in the Public Interest, vol. 2, 1, 2001, p.1-30
  • 28. Evertson, C.M.& Randolph, C.H., "Teaching practices and class size: a new look at an old issue", Peabody Journal of Education, vol. 67, 1, 1989, p.85-105
  • 29. Finn, J.D.& Achilles, C.M., "Tennessee’s class size study: findings, implications, misconceptions", Educational Evaluation and Policy Analysis, vol. 21, 2, 1999, p.97-109
  • 30. Finn, J.D.& Pannozzo, G.M.& Achilles, C.M., "The "why’s" of class size: student behavior in small classes", Review of Educational Research, vol. 73, 3, 2003, p.321-368
  • 31. Galton, M., "Class size: a critical comment on the research", International Journal of Educational Research, vol. 29, 1998, p.809-818
  • 32. Glass, G.& Cahen, L.& Smith, M.L.& Filby, N., "School class size", 1982
  • 33. Goldstein, H., "Multilevel statistical models", 1995
  • 34. Goldstein, H.& Rasbash, J.& Plewis, I.& Draper, D.& Browne, W.& Yang, M. et al., "A user’s guide to MLwiN", 1998
  • 35. Graue, E.& Rauscher, E.& Sherfinski, M., "Using multiple data sources to understand the synergy of class size reduction & classroom practice in Wisconsin", 2008, Paper to American Educational Research Association Annual Meeting, New York
  • 36. Grissmer, D., "Class size effects: assessing the evidence, its policy implications, and future research agendas", Educational Evaluation and Policy Analysis, vol. 21, 2, 1999, p.231-248
  • 37. Hanushek, E.A., "Some findings from an independent investigation of the Tennessee STAR experiment and from other investigations of class size effects", Educational Evaluation and Policy Analysis, vol. 21, 2, 1999, p.143-163
  • 38. Hattie, J., "The paradox of reducing class size and improving learning outcomes", International Journal of Educational Research, vol. 43, 2005, p.387-425
  • 39. Konstantopoulos, S., "Do small classes reduce the achievement gap between low and high achievers? Evidence from Project STAR", The Elementary School Journal, vol. 108, 4, 2008, p.275-291
  • 40. Kounin, J.S.& Gump, P.V., "Signal systems of lesson settings and the task-related behavior of pre-school children", Journal of Educational Psychology, vol. 66, 4, 1974, p.554-562
  • 41. McIntyre, D.& Macleod, G., "The characteristics and uses of systematic observation", Hammersley, M. (Eds.), Controversies in classroom research, 1986
  • 42. Mitchell, D.E.& Beach, S.A.& Badarak, G., "Modeling the relationship between achievement and class size: a re-analysis of the Tennesse Project STAR data", Peabody Journal of Education, vol. 67, 1, 1989, p.34-74
  • 43. Molnar, A.& Smith, P.& Zahorik, J.& Palmer, A.& Halbach, A.& Ehrle, K., "Evaluating the SAGE program: a pilot program in targeted pupil-teacher reduction in Wisconsin", Educational Evaluation and Policy Analysis, vol. 21, 2, 1999, p.165-177
  • 44. NICHD Early Child Care Research Network, "Does class size in first grade relate to children’s academic and social performance or observed classroom processes", Developmental Psychology, vol. 5, 2004, p.651-664
  • 45. Pate-Bain, H.& Achilles, C.M.& Boyd-Zaharias, J.& McKenna, B., "Class size makes a difference", Phi Delta Kappan, vol. 74, 3, 1992, p.253-256
  • 46. Paterson, L.& Goldstein, H., "New statistical methods for analyzing social structures: an introduction to multilevel models", British Educational Research Journal, vol. 17, 4, 1991, p.387-393
  • 47. Prais, S.J., "Class size and learning: the Tennessee experiment - what follows?", Oxford Review of Education, vol. 22, 1996, p.399-414
  • 48. Shapson, S.M.& Wright, E.N.& Eason, G.& Fitzgerald, J., "An experimental study of the effects of class size", American Educational Research Journal, vol. 17, 1980, p.144-152
  • 49. Slavin, R.E., "Class size and student achievement: small effects of small classes", Educational Psychologist, vol. 24, 1, 1989, p.99-110
  • 50. Wilson, V., "Does small really make a difference? An update. A review of the literature on the effects of class size on teaching practice and pupils’ behaviour and attainment", 2006
  • 51. Yodder, P.& Symons, F., "Observational measurement of behaviour", 2010
Kolekcja
Elsevier
Identyfikator YADDA
bwmeta1.element.elsevier-3bb79001-41e6-3ad0-8aa2-26c9368ae991
JavaScript jest wyłączony w Twojej przeglądarce internetowej. Włącz go, a następnie odśwież stronę, aby móc w pełni z niej korzystać.