Class Size and Classroom Processes

Author:

Blatchford Peter,Catchpole Gemma

Publisher

Springer Netherlands

Reference44 articles.

1. Anderson, L. W. (2000). Why should reduced class size lead to increased student achievement? In M. C. Wang & J. D. Finn (Eds.), How Small Classes Help Teachers do Their Best (pp. 3–24).

2. Philadelphia, PA: Temple University Center for Research in Human Development and Education. Barker, R. (1968). Ecological Psychology. Stanford, CA: Stanford University Press.

3. Bennett, N. (1996). Class size in primary schools: Perceptions of head teachers, chairs of governors, teachers and parents. British Educational Research Journal, 22(1), 33–55.

4. Betts, J. R., & Shkolnik, J. L. (1999). The behavioural effects of variations in class size: The case of math teachers. Educational Evaluation and Policy Analysis, 21, 193–213.

5. Blatchford, P. et al. (in press). A systematic observational study of teachers’ and pupils’ behaviour in large and small classes.

Cited by 2 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Teaching in Large and Small Classes;International Handbook of Research on Teachers and Teaching;2009

2. Private supplementary tutoring: comparative perspectives on patterns and implications;Compare: A Journal of Comparative and International Education;2006-12

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