Peter Blatchford|Anthony Russell
Class size, grouping practices and classroom management
University College London|University College London
intense argument class size associations pupil academic outcomes often overlooked way class size affects teachers classroom management learning groups part large scale multimethod project tracked pupils educational progress 5 11 years data collected teachers experiences annually administered questionnaires y45 6 n 486 interviews teachers part detailed case studies n 10 schools results show class size directly impact attainment works many ongoing difficult decisions teachers make best manage teach pupils groups strategic approach needed teaching groups collaborative learning groups