Abstract
In many countries over the world, there has been a hotly contested and widely reported debate over the educational consequences of class-size differences. In this article, we address: (1) whether class size differences affect children’s educational attainment and learning, (2) whether class size affects classroom processes like teaching and pupil behavior, and (3) educational implications, in particular ways in which teachers can make the most of small (and large) classes. We provide an international perspective and provide suggestions for future research. Copyright © 2010 Elsevier Ltd.
| Original language | English |
|---|---|
| Title of host publication | International Encyclopedia of Education |
| Editors | Penelope PETERSON, Eva BAKER, Barry MCGAW |
| Place of Publication | Oxford |
| Publisher | Elsevier |
| Pages | 200-206 |
| Edition | 3rd |
| ISBN (Print) | 9780080448947 |
| DOIs | |
| Publication status | Published - 2010 |
Citation
Blatchford, P., & Lai, K. C. (2010). Class size: Arguments and evidence. In P. Peterson, E. Baker, & B. McGraw (Eds.), International Encyclopedia of Education (3rd ed., pp. 200-206). Oxford: Elsevier.Keywords
- Class size
- Classroom control
- Classroom engagement
- Class-size reduction
- Correlational designs
- Multimethod approaches
- Pupil attentiveness
- Pupil-on-task behavior
- Pupil–teacher ratios
- Small-class teaching
- Student attainment
- Student learning
- Teacher attention