Blatchford, P;
Russell, A;
(2019)
Class size, grouping practices and classroom management.
International Journal of Educational Research
, 96
pp. 154-163.
10.1016/j.ijer.2018.09.004.
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Abstract
The intense argument over class size has been about associations with pupil academic outcomes. Often overlooked is the way class size affects teachers’ classroom management of learning in groups. As part of a large scale multi-method project that tracked pupils’ educational progress from 5 to 11 years, data were collected on teachers’ experiences through annually administered questionnaires at Y4,5 and 6 (n = 486) and interviews with teachers as part of detailed case studies (n = 10 schools). Results show that class size does not directly impact on attainment, but works through the many ongoing difficult decisions teachers have to make about how best to manage and teach pupils in groups. A strategic approach is needed to teaching groups and collaborative learning in groups.
| Type: | Article |
|---|---|
| Title: | Class size, grouping practices and classroom management |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.ijer.2018.09.004 |
| Publisher version: | https://doi.org/10.1016/j.ijer.2018.09.004 |
| 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 management, groups, group work, social pedagogy |
| 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/10058985 |
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