A multi-method approach to the study of school class size differences

International Journal of Social Research Methodology: Theory and Practice

Volumn 8, Issue 3, 2005, Pages 195-205

  Blatchford, Peter ^a,b  

^a UNIVERSITY OF LONDON   (United Kingdom)

^b Pupil Adult Ratio Project   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 22544445261     PISSN: 13645579     EISSN: None     Source Type: Journal    
DOI: 10.1080/13645570500154675     Document Type: Article

References (23)

1. Achilles, C. M. (1999). Let's put kids first, finally. CA: Corwin Press.
2. Anderson, L. W. (2000). Why should reduced class size lead to increased student achievement? In M. C. Wang & J. D. Finn (Eds.), How small classes help teachers do their best. PA: Temple University Center for Research in Human Development.
3. Betts, J. R., & Shkolnik, J. L. (1999). The behavioural effects of variations in class size: The case of math teachers. Educational Evaluation and Policy Analysis, 21(2), 193-213.
4. Blatchford, P. (2003a). The class size debate: Is small better? Maidenhead, UK: Open University Press.
5. Blatchford, P. (2003b). A systematic observational study of teachers' and pupils' behaviour in large and small classes. Learning and Instruction, 13(6), 569-595.
6. Blatchford, P., Baines, E., Kutnick, P., & Martin, C. (2001). Classroom contexts: Connections between class size and within class grouping. British Journal of Educational Psychology, 71(2), 283-302.
7. Blatchford, P., Bassett, P., Goldstein, H., & Martin, C. (2003). Are class size differences related to pupils' educational progress and classroom processes? Findings from the Institute of Education Class Size Study of children aged 5-7 Years. British Educational Research Journal, 29(5), 709-730.
8. Blatchford, P., Edmonds, S., & Martin, C. (2003). Class size, pupil attentiveness and peer relations. British Journal of Educational Psychology, 73, 15-36.
9. Blatchford, P., Goldstein, H., Martin, C., & Browne, W. (2002). A study of class size effects in English school reception year classes. British Journal of Educational Research, 28(2), 169-185.
10. Blatchford, P., Goldstein, H., & Mortimore, P. (1998). Research on class size effects: A critique of methods and a way forward. International Journal of Educational Research, 29, 691-710.
11. Blatchford, P., Moriarty, V., Edmonds, S., & Martin, C. (2002). Relationships between class size and teaching: A multi-method analysis of English infant schools. American Educational Research Journal, 39(1), 101-132.
12. Finn, J. D., & Achilles, C. M. (1999). Tennessee's class size study: Findings, implications, misconceptions. Educational Evaluation and Policy Analysis, 21(2), 97-109.
13. Goldstein, H., & Blatchford, P. (1998). Class size and educational achievement: A review of methodology with particular reference to study design. British Educational Research Journal, 24(3), 255-268.
14. Hanushek, E. A. (1999). Some findings from an independent investigation of the Tennessee STAR experiment and from other investigations of class size effects. Educational Evaluation and Policy Analysis, 21(2), 143-163.
15. Molnar, A., Smith, P., Zahorik, J., Palmer, A., Halbach, A., & Ehrle, K. (1999). Evaluating the SAGE program: A pilot program in targeted pupil-teacher reduction in Wisconsin. Educational Evaluation and Policy Analysis, 21(2), 165-177.
16. Mortimore, P., & Blatchford, P. (1993). The issue of class size. In National Commission on Education (1993) briefings (pp. 167-182). London: Heinemann.
17. Nye, B., Hedges, L. V., & Konstantopoulos, S. (2000). The effects of small classes on academic achievement: the results of the Tennessee class size experiment. American Educational Research Journal, 37(1), 123-151.
18. Rice, J. K. (1999). The impact of class size on instructional strategies and the use of time in high school mathematics and science courses. Educational Evaluation and Policy Analysis, 21(2), 215-229.
19. Shapson, S. M., Wright, E. N., Eason, G., & Fitzgerald, J. (1980). An experimental study of the effects of class size, American Educational Research Journal, 17, 144-152.
20. Shulman, L. S. (1986). Paradigms and research programs in the study of teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan.
21. Slavin, R. E. (1989). Class size and student achievement: Small effects of small classes. Educational Psychologist, 24, 99-110.
22. Tizard, B., Blatchford, P., Burke, J., Farquhar, C., & Plewis, I. (1988). Young children at school in the inner city. Hove, UK: Lawrence Erlbaum Associates, Inc.
23. Wang, M. C., & Finn, J. D. (2000). Small classes in practice: The next steps. In M. C. Wang & J. D. Finn (Eds.), How small classes help teachers do their best. PA: Temple University Center for Research in Human Development.