Relationships Between Class Size and Teaching
A Multimethod Analysis of English Infant Schools
Bibliographic Data
| ID | 8224534 |
|---|---|
| Authors | Peter Blatchford (0000-0003-4511-5656, University of London, corresponding author), Viv Moriarty (University of London), Suzanne Edmonds (National Foundation for Educational Research, Slough, U.K), Clare Martin (0000-0002-3147-3746, University of London) |
| Year | 2002 |
| Volume | 39 |
| Issue | 1 |
| Pages | 101-132 |
| Publication date | 2002-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312039001101 |
| OpenAlex | W2094164118 |
| Language | EN |
| Citations received | 24 |
| References cited | 28 |
Research and debate on class size differences has focused on relations with achievement, and there is little relevant research on what mediating classroom processes might be involved. In this article we investigate connections between class size and teaching interactions. We adopt a multimethod approach, integrating qualitative information from teachers’ end-of-year accounts and data from case studies with quantitative information from time-allocation estimates and systematic observations. Our data come from a longitudinal study of two cohorts of more than 10,000 children altogether for 3 years after enrollment in English infant schools (aged 4 –7 years). Our results show, overall, that in smaller classes there is more individualized teacher support for learning. We interpret the results in the context of teacher time allocation, research on effective teaching, and post-Vygotskian approaches to teaching. It is suggested that direct models of teacher influences on pupils need to be adapted to allow for class size as a contextual factor that influences both teachers and pupils
Academic achievement · Class (philosophy · Class size · Context (archaeology · Context effect · Educational research · Longitudinal study · Mathematics education · Multimethodology · Pedagogy · Qualitative property · Qualitative research · Social science · Sociology · Statistics · Teaching method · Computer Science · Early Childhood Education and Development · Parental Involvement in Education · Psychology · School Choice and Performance
Resources, Instruction, and Research
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The Effects of Small Classes on Academic Achievement
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| Unique citing works | 24 |
|---|---|
| Citations per year | 1 |
| Citation span | 2002 - 2022 (21) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 24 |