The effect of class size on the teaching of pupils aged 7-11 years

There is still little consensus on whether and how teaching is affected by small and large classes, especially in the case of students in the later primary years. This study investigated effects of class size on teaching of pupils aged 7 - 11 years. We used a multimethod approach, integrating qualit...

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Bibliographic Details
Published in:School effectiveness and school improvement 2007-06, Vol.18 (2), p.147-172
Main Authors: Blatchford, Peter, Russell, Anthony, Bassett, Paul
Format: Article
Language:English
Subjects:
Arbeit
Befragung
Beobachtung
Case Studies
Class Size
Classroom Environment
Curriculum
Effektivität
Einflussfaktor
Elementary School Students
Foreign Countries
Fragebogenerhebung
Grade 5
Grade 6
Großbritannien
Gruppenarbeit
Individualisierender Unterricht
Interaktion
Klassengröße
Lehrer
Primarbereich
Qualität
Schulerfolg
Schuljahr 04
Schuljahr 05
Schuljahr 06
Schüler
Schüler-Lehrer-Beziehung
Schülerorientierter Unterricht
Small Classes
Students
Teacher Student Ratio
Time on Task
United Kingdom
Unterricht
Vergleichsuntersuchung
Zufriedenheit
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Summary:There is still little consensus on whether and how teaching is affected by small and large classes, especially in the case of students in the later primary years. This study investigated effects of class size on teaching of pupils aged 7 - 11 years. We used a multimethod approach, integrating qualitative information from teachers' end-of-year accounts and data from case studies with quantitative information from systematic observations. Results showed that there was more individual attention in smaller classes, a more active role for pupils, and beneficial effects on the quality of teaching. It is suggested that teachers in both large and small classes need to develop strategies for more individual attention but also recognize the benefits of other forms of learning, for example, group work. (DIPF/Orig.).
ISSN:0924-3453
1744-5124
DOI:10.1080/09243450601058675