Relationships between class size and teaching. A multimethod analysis of English infant schools.

Autor/inn/en	Blatchford, Peter; u.a.
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 Link als defekt meldenVerfügbarkeit
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)