Peter Blatchford|Ed Baines|Peter Kutnick|Clare Martin
Classroom contexts: Connections between class size and within class grouping
University of London|Universidad de Londres|University of London|Universidad de Londres|University of London|Universidad de Londres|University of Brighton
background vigorous debate many years educational effects class size differences even differences impact pupils academic progress still leaves unanswered important questions mediates effect aims paper informed classroom contextual perspective examines associations class size within class groupings terms size number groups adult presence groups type interaction grouping members age differences relationships also explored samples quantitative study based analysis 3157 groupings 672 reception year 2 year 5 classes 331 schools qualitative study based 12 classes 8 case study schools questionnaire responses completed 100 class teachers methods links size class within class groupings examined basis grouping mapping survey teachers given time school day provided information group size number adult presence type interaction pupils complementary qualitative analyses data teachercompleted questionnaires interviews results number groups class increased size class three year groups small classes average three groups large classes approached six groups size groups class decreased size class class sizes 25 pupils likely large group 710 classes 25 likely whole class groupings qualitative analyses showed teachers felt groups 710 pupils negative educational effects example terms quality quantity teaching childrens concentration contribution groups conclusions results suggest effects class size best seen size number groups implications learning experiences debate size class often terms reduced size class resulting pupil academic gains also important educationally consider within class grouping size number effects