Do Class Size Reductions Make a Difference to Classroom Practice? The Case of Hong Kong Primary Schools

Autor/inn/en	Galton, Maurice; Pell, Tony
Titel	Do Class Size Reductions Make a Difference to Classroom Practice? The Case of Hong Kong Primary Schools
Quelle	In: International Journal of Educational Research, 53 (2012), S.22-31 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2011.12.004
Schlagwörter	Foreign Countries; Classroom Techniques; Class Size; Teaching Methods; Elementary Schools; English (Second Language); Second Language Instruction; Chinese; Mathematics Instruction; Observation; Teacher Student Relationship; Large Group Instruction; Small Classes; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Klassenführung; Klassengröße; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Grundschule; Volksschule; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; China; Chinesen; Mathematics lessons; Mathematikunterricht; Beobachtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Hongkong
Abstract	This paper describes changes which took place in 37 Hong Kong primary schools where class sizes were reduced from 38 to between 20 and 25. Chinese, English and mathematics classes were observed over three years from Primary 1 (aged 6) to Primary 3. For 75% of observations no child was the focus of the teacher's attention in large classes. Reducing the class size did not change this situation appreciably, although teachers claimed that smaller classes increased the amount of individual attention that pupils received. For some teachers cluster analysis did identify shifts in teaching methods away from whole class instruction and the implications of this finding for when Hong Kong "goes to scale" across the primary phase are discussed. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10