Relationships Between Class Size and Teaching: A Multimethod Analysis of English Infant Schools

By P. Blatchford, Viv Moriarty, S. Edmonds, Clare Martin. 2002

141 citations recorded by the source corpus.

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In Education

Citations in the corpus

The role and effects of teaching assistants in English primary schools (Years 4 to 6) 2000–2003. Results from the Class Size and Pupil–Adult Ratios (CSPAR) KS2 Project (2004, background): “A recent systematic review (Howes, Farrell, Kaplan and Moss, 2003) identified the CSPAR KS1 study (Blatchford et al, 2002) as one of only a very few studies of sufficiently high quality to warrant inclusion.”
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, methodology): “Multilevel regression methods were used to examine relationships between class size and observation measures, controlling for potentially confounding factors like pupil attainment.”
How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning? (2007, background): “More recent work on class size supports the notion that when fewer children are present, teachers are able to spend more time on instruction and support, rather than management issues ( Blatchford, Moriarty, Edmonds, & Martin, 2002; Finn et al., 2003).”
Changes in grouping practices over primary and secondary school (2003, background): “The type of task undertaken has been conceived across many different dimensions (Alexander, Schallert & Hare, 1991; Bloom, 1956; Norman, 1978; Pica, Kanagy & Falodun, 1993). Norman (1978) suggested that tasks could either introduce new ideas, procedures or skills; demand that an individual discovers”
The effect of class size on the teaching of pupils aged 7 – 11 years (2007, methodology): “For further details see Blatchford et al. (2002).”
Are small classes better? Understanding relationships between class size, classroom processes and pupils' learning (2006, background): “The Class Size and Pupil Adult Ratio (CSPAR) project—a large UK based longitudinal class size study carried out by researchers at the London Institute of Education (e.g. Blatchford et al., 2001; Blatchford et al., 2002; Blatchford, 2003)—worked with two cohorts of more than 10,000 children in the fi”
A Day in Third Grade: A Large‐Scale Study of Classroom Quality and Teacher and Student Behavior (2005, background): “…nature and quality of classroom activities and experiences vary with class size has not been the focus of much attention until recent studies showing small but significant shifts in classroom dynamics as a function of different numbers of children (Blatchford et al., 2002; NICHD ECCRN, in press–a).”