The Class Size Debate: Is Small Better?

By Peter Blatchford; Paul Bassett et al. | Go to book overview

Figures, tables and boxes
Figures
2.1Systematic observation: basic categories30
4.1Relationship between class size and percentage teaching time in Reception60
4.2Frequency of observations in the three 'social modes' - teacherchild, child-child and not interacting: differences between large and small classes61
4.3Frequency of observations in social setting of teacher-to-child interactions: differences between large and small classes61
4.4Frequency of observations in teacher-to-child interactions - child is focus of teacher's attention: differences between large and smallclasses62
4.5Frequency of observations in types of teacher-to-child interactions: differences between large and small classes62
4.6Frequency of observations in child-to-teacher responses and initiations: differences between large and small classes63
4.7Frequency of observations in child attends to teacher: differences between large and small classes64
4.8Frequency of observations in types of child-to-teacher interactions: differences between large and small classes64
5.1Relationship between class size and the probability of being heard read70
6.1Frequency of observations in types of child-child interactions: differences between large and small classes84
8.1Relationship between class size and literacy attainment: Reception year125
8.2Relationship between class size and literacy attainment adjusted for baseline attainment: Reception year126
8.3Relationship between class size and literacy attainment by ability group: Reception year127
8.4Relationship between class size and mathematics attainment: Reception year129
8.5Relationship between class size and mathematics attainment adjusted for baseline attainment: Reception year129
8.6Relationship between class size and mathematics attainment by ability group: Reception year130

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