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Rethinking Class Size : The complex story of impact on teaching and learning

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The debate over whether class size matters for teaching and learning is one of the most enduring, and aggressive, in education research. Teachers often insist that small classes benefit their work. But many experts argue that evidence from research shows class size has little impact on pupil outcomes, so does not matter, and this dominant view has informed policymaking internationally. Here, the lead researchers on the world’s biggest study into class size effects present a counter-argument. Through detailed analysis of the complex relations involved in the classroom they reveal the mechanisms that support teachers’ experience, and conclude that class size matters very much indeed.

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Detail Information

Series Title

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Call Number

371.251 PET r

Publisher

London : UCL Press., 2020

Collation

328p. ; ill.

Language

English

ISBN/ISSN

: 9781787358799

Classification

371.251

Content Type

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Media Type

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Carrier Type

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Edition

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Subject(s)

Education
class size; learning; teaching

Specific Detail Info

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Statement of Responsibility

Peter Blatchford, Anthony Russel

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