The Class Size Debate: Is Small Better?

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

References

Achilles, C.M. (1999) Let's Put Kids First, Finally. Thousand Oaks, CA: Corwin Press.

Achilles, C.M. and Finn, J.D. (2000) Should class size be the cornerstone for educational policy?, in M.C. Wang and J.D. Finn (eds) How Small Classes Help Teachers Do their Best. Philadelphia, PA: Temple University Center for Research in Human Development.

Alexander, R., Rose, J. and Woodhead, C. (1992) Curriculum Organization and Classroom Practice in Primary Schools: A Discussion Paper. London: Department of Education and Science.

Anderson, L.W. (2000) Why should reduced class size lead to increased student achievement?, in M.C. Wang and J.D. Finn (eds) How Small Classes Help Teachers Do their Best. Philadelphia, PA: Temple University Center for Research in Human Development.

Arends, R.I. (1994) Learning to Teach, 3rd edn. New York: McGraw-Hill.

Avon Reception Entry Assessment (1996) Avon Education Department and the Institute of Education.

Barker, R. (1968) Ecological Psychology. Stanford, CA: Stanford University Press.

Bassey, M. (1996) Inspection, unlike research, is disinterested!, Research Intelligence, 55: 30–2.

Bennett, N. (1996) Class size in primary schools: perceptions of head teachers, chairs of governors, teachers and parents, British Educational Research Journal, 22(1): 33–55.

Bennett, N. and Dunne, E. (1992) Managing Groups. Hemel Hempstead: Simon and Schuster Education.

Bennett, N., Desforges, C., Cockburn, A. and Wilkinson, B. (1994) The Quality of Pupil Learning Experiences. London: Erlbaum.

Betts, J.R. and Shkolnik, J.L. (1999) The behavioural effects of variations in class size: the case of math teachers, Educational Evaluation and Policy Analysis, 21(20): 193–213.

Blatchford, P. (in press) A systematic observational study of teachers' and pupils' behaviour in large and small classes, Learning and Instruction.

Blatchford, P. and Martin, C. (1998) The effects of class size on classroom processes: 'It's a bit like a treadmill – working hard and getting nowhere fast!', British Journal of Educational Studies, 46(2): 118–37.

Blatchford, P. and Mortimore, P. (1994) The issue of class size for young children in schools: what can we learn from research?, Oxford Review of Education, 20(4): 411–28.

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