Peter Blatchford|Paul Bassett|Harvey Goldstein|Clare Martin
Are class size differences related to pupils' educational progress and classroom processes? findings from the institute of education class size study of children aged 5–7 years
University of London|Universidad de Londres|University of London|Universidad de Londres|University of London|Universidad de Londres|University of London|Universidad de Londres
abstract despite evidence usa children small classes less 20 better academically still vociferous debate effects class size differences schools considerable gaps understanding effects class size differences article summarises results complete uk analysis date educational consequences class size differences study two aims first establish whether class size differences affect pupils academic achievement second study connections class size classroom processes might explain differences found study number features designed improvement previous research used observational approach rather interventionist one order capture nature relationship class size achievement across full range observed classes employed longitudinal design baseline assessment adjust possible nonrandom selection children classes study followed large sample 10000 children school entry infant stage ie children aged 47 years used multilevel statistical procedures model effects class size differences controlling sources variation might affect relationship academic achievement multimethod research approach integrating teachers judgements experiences case studies also carefully designed time allocation estimates systematic observation data results showed clear effect class size differences childrens academic attainment first reception year case literacy lowest attainers entry school benefited small classes particularly 25 connections class size classroom processes examined summary model relationships presented effects multiple singular large classes large groups presented teachers difficulties smaller classes individual teacher contact pupils support learning larger classes pupil inattentiveness offtask behaviour results support contextual approach classroom learning within class size differences effects teachers pupils concluded much depend teachers adapt teaching different class sizes could done teacher training professional development address contextual features like size class