ABSTRACT
Much debate, research and commentary about class sizes in schools is limited because of an exclusive concern with class size and pupil academic attainment, and a neglect of classroom processes, which might help explain class size effects (or lack of them). Very little is known about the central question: how can teachers make the most of class size changes? Much of the commentary on class size effects has focused on Western and English-speaking countries but there are promising developments elsewhere, particularly the 'Small Class Teaching' initiatives in East Asia in the past decade, which have brought new knowledge and practical wisdom to the class size debate.
This book seeks to move toward a clearer view of what we know and do not know about class size effects, and to identify future steps in terms of policy and research. There is a huge and exciting potential for international collaboration on knowledge concerning class size effects which can help with research-informed policy. The book aims to draw out Eastern and Western international contexts which underpin any understanding of the role of class size in school learning.
The book has chapters by an international team of experts on class size effects, including Maurice Galton and John Hattie. Chapters are organised into four main sections:
- Socio-cultural and political contexts to the class size debate in the East and West;
- Research evidence on class size;
- Class size and classroom processes likely to be related to class size changes;
- Professional development for small class teaching in East Asia.
TABLE OF CONTENTS
part I|18 pages
Introduction
chapter 1|17 pages
Bringing together east and west approaches to the class size issue
part II|38 pages
Socio-cultural and political context
chapter 2|19 pages
Eastern and Western perspectives
part III|62 pages
Research evidence on class size
chapter 6|13 pages
Is it true that class size does not matter?
chapter 7|14 pages
The right question in the debates about class size
part IV|72 pages
Class size and classroom processes
chapter 9|17 pages
Creating autonomous learners in small classes
part V|81 pages
Professional development for small class teaching
part VI|11 pages
Future developments