Literaturnachweis - Detailanzeige
Autor/inn/en | Blatchford, Peter; u.a. |
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Titel | Relationships between class size and teaching. A multimethod analysis of English infant schools. |
Quelle | In: American educational research journal, 39 (2002) 1, S. 101-132Infoseite zur Zeitschrift
PDF als Volltext |
Beigaben | Literaturangaben 40; Tabellen 4 |
Sprache | englisch; englische Zusammenfassung |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0002-8312; 1935-1011 |
DOI | 10.3102/00028312039001101 |
Schlagwörter | Empirische Untersuchung; Längsschnittuntersuchung; Unterrichtsbeobachtung; Kommunikation; Soziale Interaktion; Vorschulpädagogik; Klassengröße; Lernen; Unterrichtsstil; Unterrichtszeit; Unterricht; Effizienz; England |
Abstract | Research and debate on class size differences has focused on relations with achievement, and there is little relevant research on what mediating classroom processes might be involved. This article investigates connections between class size and teaching interactions. A multimethod approach was adopted, integrating qualitative information from teachers' end-of-year accounts and data from case studies with quantitative information from time-allocation estimates and systematic observations. The data came from a longitudinal study of two cohorts of children ... for 3 years after enrollment in English infant schools (aged 4 - 7 years). The results show, overall, that in smaller classes there is more individualized teacher support for learning. The authors interpret the rersults in the context of teacher time allocation, research on effective teaching, and post-Vygotskian approaches of teaching. (DIPF/Orig.) |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2003_(CD) |