The paradox of reducing class size and improving learning outcomes

By John A. C. Hattie. 2005

241 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a15fc95a1f189df5fcdbd94d932b3a00a9140336

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In Education

Citations in the corpus

Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools (2011, unknown): “…Blatchford, Russell and Brown, 2009; Ehrenberg, Brewer, Gamoran, & Willms, 2001; Finn, Pannozzo, & Achilles, 2003; Galton, 1998; Grissmer, 1999; Hattie, 2005 and Wilson, 2006), though there is some agreement, drawing on experimental (e.g. Finn & Achilles, 1999) and naturalistic studies…”
Conceptualising and Evaluating Teacher Quality: Substantive and Methodological Issues (2008, methodology): “…variance in measures of student performance (adjusted for students’ background and intake characteristics) is at the class/teacher-level (see citations given in footnote 5; and for key findings from meta-analytic syntheses of more than 500,000 evidence-based studies, see Hattie, 2003, 2005a).”
The applicability of Visible Learning to higher education. (2015, methodology): “The Visible Learning Into Action (Hattie, Masters, & Birch, 2015) outlines in more detail the implementation model to achieve the highest possible impact, and Clinton and Hattie (2014) explore in more detail the notion of teachers as evaluators.”
Group work and whole‐class teaching with 11‐ to 14‐year‐olds compared (2009, methodology): “The result produces a small to medium effect size using Cohen's ( 1988 ) criterion which according to Hattie ( 2005 ) represents upwards of one‐third of a year's progress.”