Blatchford, P;
Russell, A;
(2019)
New ways of thinking about research on class size: an international perspective. Introduction to the special section.
International Journal of Educational Research
, 96
pp. 120-124.
10.1016/j.ijer.2018.09.011.
Preview |
Text
Blatchford_cs IJER intro 15 with reference.pdf - Accepted Version Download (186kB) | Preview |
Abstract
Debate about class sizes in schools is long standing and contentious. In this review we show much research is limited and outdated, with an exclusive concern with pupil academic outcomes. This Special Section seeks to extend the literature on class size in two ways. First, it addresses what goes on in classrooms which might account for any effects found, and it also examines professional development approaches to making the most of teaching opportunities afforded by class size. Second, it reflects the shift of research on class size from the USA and the UK to elsewhere in Europe and in East Asia. This Section aims to provide a timely and significant advance on the rather tired debate over class size.
| Type: | Article |
|---|---|
| Title: | New ways of thinking about research on class size: an international perspective. Introduction to the special section |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.ijer.2018.09.011 |
| Publisher version: | https://doi.org/10.1016/j.ijer.2018.09.011 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Class size, Classroom processes, Professional development |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10062160 |
Archive Staff Only
 |
View Item |
