Three generations of research on class-size effects.

Abstract

Despite the common sense view that small classes are likely to lead to a better quality of teaching and learning, research evidence is not always clear, and has proved contentious. This chapter will argue that research has concentrated on two "generations" of research: first, effects on pupil academic outcomes, and, second, a more recent interest in effects on classroom processes. It will then argue for a third generation of research which tests effective teaching and pedagogies in small classes. Throughout the chapter there is attention to methodological issues and suggested areas for further research. A final section will critically review theories of class size effects, covering ecological and social psychological approaches, and address implications for policy and practice.

Classroom contexts for learning at primary and secondary school: Class size, groupings, interactions and special educational needs

“…For many years, the size of classes in schools has been the subject of intense debate, and this is not surprising given that they are likely to have important implications for educational planning and resourcing, and ultimately pupil learning. There have been some reviews of the literature on class size effects (Ehrenberg et al ., ; Biddle & Berliner, ; Finn et al ., ; Blatchford, ), but there are surprisingly few dedicated studies, and knowledge about class size effects and mediating classroom processes is still relatively limited. In this article we extend our previous research (e.g.…”

Differentiation and Grouping Practices as a Response to Heterogeneity – Teachers’ Implementation of Inclusive Teaching Approaches in Regular, Inclusive and Special Classrooms

“…On class level, variables that might have impact on teachers' practice encompass the class size, class composition as well as the educational setting (regular, inclusive, special class). Considering class size as possible predictor for teaching practices, numerous studies have come to the conclusion that there is an existing association between the two variables (Hattie, 2005;Blatchford, 2012Blatchford, , 2016. Results show that class size (the total number of students in one class) directly affects grouping practices regarding the number and sizes of individual groups when teachers organize their students into smaller groups (the higher the number of students in one class, the more smaller groups are formed; Blatchford et al, 2001;Blatchford and Russell, 2019).…”

Class size, grouping practices and classroom management

“…It seems clear from our work to date that class size effects do not work directly in relation to pupil outcomes but are mediated through a number of interconnected classroom processes. Despite a few reviews of the literature on classroom processes affected by class size (Biddle and Berliner, 2002;Blatchford 2012;Blatchford, 2016;Ehrenberg et al, 2001;Hattie, 2005;Finn et al, 2003), dedicated research on mediating classroom processes is still relatively limited. This information is important because without it there are difficulties in explaining effects on pupils' academic performance, and it is also difficult to offer practical guidance on how to maximise the opportunities provided by classes of different sizes, or how to make the most of large classes.…”