Class size, pupil attentiveness and peer relations

Blatchford, Peter; Edmonds, Suzanne; Martin, Clare

doi:10.1348/000709903762869897

Cited by 51 publications

(29 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Apart from course related questions, students also used SpeakUp as a backchannel. Blatchford et al [2] found that students in large classes are more likely to interact with their peers, and less with the teacher. Furthermore, such students are often engaged in more task-related and social interactions, and also more off-task behaviours.…”

Section: Discussionmentioning

confidence: 99%

Speakup in the classroom

Holzer

Govaerts

Vozniuk

et al. 2014

CHI '14 Extended Abstracts on Human Factors in Computing Systems

View full text Add to dashboard Cite

Student participation in class is an important aspect of the learning experience, and can provide valuable feedback for teachers. However, getting students to interact in large classrooms is challenging. This paper presents SpeakUp, a mobile temporary social media app, confined in time and space that aims to improve interactions in classrooms. In SpeakUp, teachers can create temporary chat rooms accessible to students located nearby. Students can then anonymously post messages, which can be rated up or down by others. Our evaluation results (with a class of 300 students over the course of a semester) show that temporary social media can be used as an effective tool to improve classroom interactions by providing: (i) confined classroom-like here & now interactions to foster adoption, (ii) anonymity to increase participation and (iii) social media rating for highlighting interesting content. Students appear to use SpeakUp not solely for asking questions but also as a general backchannel, which can result in spam.

show abstract

Section: Discussionmentioning

confidence: 99%

Speakup in the classroom

Holzer

Govaerts

Vozniuk

et al. 2014

CHI '14 Extended Abstracts on Human Factors in Computing Systems

View full text Add to dashboard Cite

show abstract

“…It could also suggest that the classroom climate and student engagement (e.g., Malmberg, Hagger, & Webster, 2014) differ based on the composition of student groups in the sample. For example, teachers in England have been found to use more direct instruction and focus less on individual students in larger than in smaller groups (Blatchford, Bassett, & Brown, 2011). Future studies in which situation-specific motivations are investigated in a larger sample of classrooms would be necessary to draw robust conclusions about differences between student groups and teachers.…”

Section: Situation-specific Motivationmentioning

confidence: 99%

Students' school performance, task-focus, and situation-specific motivation

Malmberg

Pakarinen

Vasalampi

et al. 2015

Learning and Instruction

View full text Add to dashboard Cite

a b s t r a c tGoing beyond studies of individual differences in and profiles of students' motivation, we investigated situation-specific (intra-personal) experiences of autonomous (enjoyment, interest, and task choice) and controlled (having to do, and the teacher wanting them to do a task) motivation across learning situations during one week, and how these were related to student characteristics (teacher rated academic performance and task-focus). Three-hundred and fourteen primary school students (Years 5 and 6) completed electronic questionnaires on Personal Digital Assistants, on an average of 11.2 learning episodes during a week. Multilevel Structural Equation Models provided support for a model based in organismic integration theory (OIT). At the situation-level, controlled motivation positively predicted autonomous motivation. At the student-level, students differed in the association between autonomous and controlled motivations, such that lower performers felt more autonomously motivated when controlled motivation was high. Implications for teacher practice are discussed.

show abstract

“…We amended a version of the Pupil Behaviour Rating Scale developed in the Class Size and Pupil Adult Ratio project (Blatchford, Edmonds, and Martin 2003).…”

Section: Effects Of Ta Support On Pupils' Positive Approaches To Learmentioning

confidence: 99%

Double standards and first principles: framing teaching assistant support for pupils with special educational needs

Webster¹,

Blatchford²,

Bassett³

et al. 2010

European Journal of Special Needs Education

Self Cite

126

100

View full text Add to dashboard Cite

Teaching assistants (TAs) are part of a growing international trend toward paraprofessionals working in public services. There has been controversy over TAs' deployment and appropriate role when supporting the learning of pupils with special educational needs (SEN) in mainstream schools. Such debates have been transformed by findings from a large study of school support staff in the UK (the DISS project). The findings from this study show that TA support has a negative impact on pupils' academic progress, especially pupils with SEN. The findings render the current system of support for SEN highly questionable: TAs have inadvertently become the primary educators of pupils with SEN. This paper sets out the likely explanations for the negative effects in terms of three 'frames' -deployment, practice and preparedness -and then uses these frames to identify specific implications for pupils with SEN. We offer suggestions on how to make the most productive use of TA support. IntroductionTeaching assistants 1 (TAs) are part of a growing international trend toward paraprofessionals working in different professional areas, often in public services (e.g., health and social care). There has been controversy over TAs' deployment and their appropriate role in supporting learning. But recent findings from the largest ever study of TAs (the Deployment and Impact of Support Staff (DISS) project), presented in this paper, have called into question current ways in which TAs are deployed. Other findings from the DISS project presented in this paper show that the implications of TA support are greatest for pupils with special educational needs (SEN) included in mainstream schools.In this paper, we will use three 'frames' -deployment, practice and preparedness -to organise the presentation of findings from the DISS project and to explore the implications they have on the use of TAs to support pupils with SEN. We will see how the current system of support for pupils with SEN (in the UK at least) is highly questionable. We argue that the effects of this system, in terms of the impact on pupil outcomes, is best understood in the context of wider, interlinking factors, concerning the decisions made about, rather than by, TAs. *Corresponding author. Email: r.webster@ioe.ac.uk. 320 R. Webster et al.We first summarise the context in which the DISS project was carried out, and then describe the distinctive research design. We provide the impetus for the main body of the paper by presenting key findings on the impact of TA support on pupils' learning. We then move on to the findings on TA deployment, practice and preparedness, which help to explain the impact results and expose the current system of support for pupils with SEN as inappropriate. We will consider the implications for pupils with SEN and how we might reconceptualise the work of TAs in relation to the support they provide for these pupils. Background to the DISS projectThe rise in support staff In 2009, more than half of the school workforce in England and Wales were paraprofessio...

show abstract

Class size, pupil attentiveness and peer relations

Cited by 51 publications

References 35 publications

Speakup in the classroom

Speakup in the classroom

Students' school performance, task-focus, and situation-specific motivation

Double standards and first principles: framing teaching assistant support for pupils with special educational needs

Contact Info

Product

Resources

About