Teachers’ professional development for small class teaching in Hong Kong and Taiwan

Kwok Chan LAI, Kuo-Liang YEN, Chi Kin John LEE

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

While class size reduction is generally regarded as providing more favourable conditions for teaching and learning, research shows that the benefits of a small class environment will not come automatically if teachers do not make change to their teaching (Anderson, 2000; Blatchford, 2011; Blatchford, Kutnick, Baines and Galton, 2003; Evertson and Randolph, 1989; Finn and Achilles, 1999; Galton and Pell, 2009; Hattie, 2005). Effective teaching in small class settings requires concrete actions by teachers to make adjustments in their approaches to curriculum, instruction and assessment, and hence enhance the learning opportunities available for their pupils (Brophy, 2000; Hong Kong Education and Manpower Bureau, 2004; Graue and Rauscher, 2009; Yen, 2009). Copyright © 2016, 2017 P. Blatchford, K.W. Chan, M. Galton, K.C. Lai, and J.C. Lee.
Original languageEnglish
Title of host publicationClass size: Eastern and western perspectives
EditorsPeter BLATCHFORD, Kam Wing CHAN, Maurice GALTON, Kwok Chan LAI, John Chi Kin LEE
Place of PublicationNew York
PublisherRoutledge
Pages193-207
ISBN (Electronic)9781315760872
ISBN (Print)9781138228146, 9781138793781
DOIs
Publication statusPublished - 2017

Citation

Lai, K. C., Yen, K.-L., & Lee, J. C.-K. (2017). Teachers’ professional development for small class teaching in Hong Kong and Taiwan. In P. Blatchford, K. W. Chan, M. Galton, K. C. Lai, & J. C. K. Lee (Eds.), Class size: Eastern and western perspectives (pp. 193-207). New York: Routledge.

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