9780335211623

The Class Size Debate: Is Small Better?

by
  • ISBN13:

    9780335211623

  • ISBN10:

    0335211623

  • Format: Paperback
  • Copyright: 2003-06-01
  • Publisher: McGraw-Hill

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Supplemental Materials

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  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
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Summary

"This is a very important book which may become a classic. The research study is remarkable in its magnitude, breadth and duration.... it is described in a form accessible to practitioners and policy makers."- Professor Jeremy D. Finn, State University of New York at Buffalo, USAOne of the most important debates in education in recent years has been about the effects of class size differences in schools. This book provides the most complete analysis to date of the educational consequences of class size differences, and sets out to solve the puzzling gap between professional experience and research findings.This book:* Examines results from a pioneering research project of international significance, unique in its scale and methodology* Investigates the relationships between class size and pupil achievements by detailed examination of classroom processes* Considers the view that small classes provide better teaching and learning, and why this is not supported by past research findings* Identifies implications for policy at government, LEA and school level, teacher education and professional development* Indicates implications for practice - maximising opportunities of small classes and minimising problems in large classes. Written in an accessible style and drawing upon examples from classroom life, this book is important reading for student and practising primary school teachers, M.Ed and doctoral students, teacher educators, researchers and policymakers.

Author Biography

Peter Blatchford is Professor in Psychology and Education at the Institute of Education, University of London, and Head of the School of Psychology and Human Development.

Table of Contents

Figures, tables and boxes
vi
Acknowledgements ix
Introduction
1(11)
The Institute of Education class size study
12(22)
Research approach and methods
Connections between class size and within-class grouping
34(14)
Class size and teaching
48(19)
The effect of class size on support for reading
67(12)
Class size and children's attentiveness and peer relations
79(11)
The role and effects of teaching assistants
90(30)
Class size and educational progress
120(23)
Class size, educational progress, and classroom processes
143(24)
What can we conclude?
References 167(8)
Index 175

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