02502nam 2200397 450 991051220730332120230515042329.0(CKB)5590000000630764(NjHacI)995590000000630764(EXLCZ)99559000000063076420230515d2020 uy 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierRethinking class size the complex story of impact on teaching and learning /Peter Blatchford, Anthony RussellLondon :UCL Press,[2020]©20201 online resource (340 pages) illustrations1-78735-883-6 Includes bibliographical references and index.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- List of tables, figures and boxes -- Glossary and abbreviations -- About the authors -- Acknowledgements -- 1. Introduction -- 2. Understanding class size effects, and our research approach -- 3. Class size and pupil outcomes -- 4. Class size and classroom processes: Teaching -- 5. Class size and classroom processes: Grouping practices and classroom management -- 6. Class size and classroom processes: Peer relations -- 7. Class size and classroom processes: The curriculum and tasks 8. Class size and classroom processes: Administrative aspects of teaching -- 9. Class size and differences between pupils, particularly those with SEND -- 10. Bringing it all together: Toward a social pedagogy of classroom learning -- 11. Conclusions -- References -- Index.In Rethinking Class Size, the world's leading researchers into class size effects counter the dominant view that class size has no impact on pupil outcomes. Peter Blatchford and Anthony Russell reveal the influence of class size on all relationships and interactions in the classroom. They develop a new social pedagogical model of how class size influences work, and identify policy conclusions and implications for teachers and schools. The book is an invaluable contribution to the international debate on class sizes.Rethinking Class Size Class sizeClass size.371.251Blatchford Peter1142945Russell AnthonyNjHacINjHaclBOOK9910512207303321Rethinking Class Size2707706UNINA