Small class teaching: Concerns of teachers about integrated learning in liberal studies

Wai Lun Anthony LEUNG

Research output: Contribution to journalArticle

Abstract

This paper investigates the concerns of teachers and the work of small class teaching (SCT) for integrated learning in Liberal Studies (LS) in the current New Senior Secondary (NSS) curriculum implemented beginning in 2009 in Hong Kong. The interconnectedness of learning in the NSS LS has been highlighted, with emphasis on linkages in learning within and beyond the subject. Relevant literature on the debate of class size reduction generally reveals the benefits of SCT. Several studies further indicate that students benefit from integrated learning in a small class setting. Other studies on group work format have recommended various approaches to integrated learning in a small class setting. Therefore, facilitating students with quality integrated learning in a small class setting for LS is crucial for its successful implementation in Hong Kong. An international study reported that the Hong Kong school system is regarded as ‘sustained improver’ and ‘good to great’ performance stage. Therefore the findings of this study in Hong Kong could provide valuable implications for school teachers, teacher educators and policy makers all over the world. Copyright © 2014 James Nicholas Publishers.
Original languageEnglish
Pages (from-to)35-51
JournalEducational Practice and Theory
Volume36
Issue number2
Publication statusPublished - 2014

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Citation

Leung, W. L. A. (2014). Small class teaching: Concerns of teachers about integrated learning in liberal studies. Educational Practice and Theory, 36(2), 35-51.

Keywords

  • Hong Kong
  • New senior secondary curriculum
  • Integrated learning
  • Liberal studies
  • Small class teaching