ABSTRACT

Much debate, research and commentary about class sizes in schools is limited because of an exclusive concern with class size and pupil academic attainment, and a neglect of classroom processes, which might help explain class size effects (or lack of them). Very little is known about the central question: how can teachers make the most of class size changes? Much of the commentary on class size effects has focused on Western and English-speaking countries but there are promising developments elsewhere, particularly the 'Small Class Teaching' initiatives in East Asia in the past decade, which have brought new knowledge and practical wisdom to the class size debate.

This book seeks to move toward a clearer view of what we know and do not know about class size effects, and to identify future steps in terms of policy and research. There is a huge and exciting potential for international collaboration on knowledge concerning class size effects which can help with research-informed policy. The book aims to draw out Eastern and Western international contexts which underpin any understanding of the role of class size in school learning.

The book has chapters by an international team of experts on class size effects, including Maurice Galton and John Hattie. Chapters are organised into four main sections:

  1. Socio-cultural and political contexts to the class size debate in the East and West;
  2. Research evidence on class size;
  3. Class size and classroom processes likely to be related to class size changes;
  4. Professional development for small class teaching in East Asia.

part I|18 pages

Introduction

chapter 1|17 pages

Bringing together east and west approaches to the class size issue

An introduction to ‘Class Size: Eastern and Western perspectives'

part II|38 pages

Socio-cultural and political context

chapter 2|19 pages

Eastern and Western perspectives

Educational and policy contexts and how they have shaped approaches to class size

chapter 3|17 pages

East Asian contexts of small class teaching

Policies and practices

part III|62 pages

Research evidence on class size

chapter 5|12 pages

Research on class size in France

chapter 6|13 pages

Is it true that class size does not matter?

A critical review of research on class size effects

chapter 7|14 pages

The right question in the debates about class size

Why is the (positive) effect so small?

part IV|72 pages

Class size and classroom processes

chapter 9|17 pages

Creating autonomous learners in small classes

The critical importance of motivation and wellbeing

chapter 10|15 pages

Classroom interaction in reduced-size classes

A Hong Kong perspective

part V|81 pages

Professional development for small class teaching

part VI|11 pages

Future developments

chapter 18|9 pages

Eastern and Western approaches to class size

Conclusions and future directions