Class size: Arguments and evidence

Peter BLATCHFORD, Kwok Chan LAI

Research output: Chapter in Book/Report/Conference proceedingChapters

6 Citations (Scopus)

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 languageEnglish
Title of host publicationInternational Encyclopedia of Education
EditorsPenelope PETERSON, Eva BAKER, Barry MCGAW
Place of Publication Oxford
PublisherElsevier
Pages200-206
Edition3rd
ISBN (Print)9780080448947
DOIs
Publication statusPublished - 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

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