The Class Size Debate: Is Small Better?

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

Index
absences, and class size 7
academic achievement see educational progress
Achilles, C.M. 1, 19, 50, 80, 153
adjustment to school 79, 82
age of pupils 16–17
class size and educational progress 143–4, 147
and teaching time allocation 51
aggressive behaviour in pupils 81, 82, 83, 84, 85, 86, 88
and educational progress 122, 123, 139, 140
in smaller classes 153
aims of the study 12
ancillary assistants (AAs) see teaching
assistants (TAs)
Anderson, L.W. 158, 159
Arends, R.I. 48, 117
attentiveness in class 80, 85, 87, 153, 159
inattentive behaviour and educational progress 139, 140, 141
average class sizes, in primary and secondary schools 1–2
Avon Reception Entry Assessment 22
Barker, R. 10
basic skills, teaching in large classes 72
Bennett, N. 80
Betts, J.R 50
Biddle, B. 51
Blatchford, P. 1, 3, 10, 12, 14, 16, 19, 20, 24, 25, 29, 30, 36, 48, 59, 67, 79, 88, 94, 125, 132, 146, 160, 164
Bronfenbrenner, U. 10
Cahen, L.S. 157, 164
California Class Size Reduction Program 5–6,
151–2
Canada 3
case studies of selected classes 26–7, 149
and classroom support staff 105–18
and pupil behaviour 88
and reading support 74–6, 77
and teaching 55–9, 161
child focus observations, in case studies 27
children see pupils China 6
class size debate 5–6
class size differences
classroom processes connected to 2–3, 19, 20, 149–55, 165–6
implications for teaching 161
and mediating variables 159–60
and outcomes 157–60
previous research on 12–16
research literature on 3, 4–5
class size reductions
alternatives to 147–8
and education policy 1
effectiveness of 6
effects on educational performance 141, 145–6
and teacher training 163
and teaching assistants 9
classroom assistants see teaching assistants
(TAs)
classroom context
and class size 9–10, 161, 166
and teacher training/professional development 162
and within-class grouping 34
classroom management
and large within-class groups 44
teacher estimates of time allocation 28 and teachers 161
and teaching assistants 98, 102, 104
classroom observations, systematic 29–32, 60–4, 65, 83–4
classroom processes
and class size differences 2–3, 19, 20, 149–55, 165–6
and the 'disruption' effect 144–5, 165
implications for teaching 161
and mediating variables 159–60
and outcomes 157–60
classroom support see teaching assistants (TAs)
cognitive approaches to teaching 52

-175-

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