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The justification for smaller classes has traditionally been that
students can receive more individual attention and be provided with
a curriculum that promotes student centred learning. However, in
Asia where student engagement is generally over 90% in primary
school classrooms, the focus of smaller classes is for teachers to
increase the quality of their teaching, building on the already
impressive levels of student engagement. Learning to Teach Small
Classes comprehensively instructs teachers on ways they can utilise
the advantage of a smaller class to its fullest potential. It works
through different case studies and gives examples of successful
classroom practice in each of the core subject areas (Chinese,
English and Mathematics). Chapters include: Setting Objectives,
Asking and Answering Questions Sustaining Successful Group and Pair
Work The Use of Feedback and Assessment for Developing Independence
in Learning Bringing it all together and Sustaining Effective
Practice With questions for discussion and further suggested
reading, this book is an invaluable resource for anyone involved in
small class teaching, and East Asian teaching and education policy.
The justification for smaller classes has traditionally been that
students can receive more individual attention and be provided with
a curriculum that promotes student centred learning. However, in
Asia where student engagement is generally over 90% in primary
school classrooms, the focus of smaller classes is for teachers to
increase the quality of their teaching, building on the already
impressive levels of student engagement. Learning to Teach Small
Classes comprehensively instructs teachers on ways they can utilise
the advantage of a smaller class to its fullest potential. It works
through different case studies and gives examples of successful
classroom practice in each of the core subject areas (Chinese,
English and Mathematics). Chapters include: Setting Objectives,
Asking and Answering Questions Sustaining Successful Group and Pair
Work The Use of Feedback and Assessment for Developing Independence
in Learning Bringing it all together and Sustaining Effective
Practice With questions for discussion and further suggested
reading, this book is an invaluable resource for anyone involved in
small class teaching, and East Asian teaching and education policy.
Much debate, research and commentary about class sizes in schools
is limited because of an exclusive concern with class size and
pupil academic attainment, and a neglect of classroom processes,
which might help explain class size effects (or lack of them). Very
little is known about the central question: how can teachers make
the most of class size changes? Much of the commentary on class
size effects has focused on Western and English-speaking countries
but there are promising developments elsewhere, particularly the
'Small Class Teaching' initiatives in East Asia in the past decade,
which have brought new knowledge and practical wisdom to the class
size debate. This book seeks to move toward a clearer view of what
we know and do not know about class size effects, and to identify
future steps in terms of policy and research. There is a huge and
exciting potential for international collaboration on knowledge
concerning class size effects which can help with research-informed
policy. The book aims to draw out Eastern and Western international
contexts which underpin any understanding of the role of class size
in school learning. The book has chapters by an international team
of experts on class size effects, including Maurice Galton and John
Hattie. Chapters are organised into four main sections:
Socio-cultural and political contexts to the class size debate in
the East and West; Research evidence on class size; Class size and
classroom processes likely to be related to class size changes;
Professional development for small class teaching in East Asia.
Much debate, research and commentary about class sizes in schools
is limited because of an exclusive concern with class size and
pupil academic attainment, and a neglect of classroom processes,
which might help explain class size effects (or lack of them). Very
little is known about the central question: how can teachers make
the most of class size changes? Much of the commentary on class
size effects has focused on Western and English-speaking countries
but there are promising developments elsewhere, particularly the
'Small Class Teaching' initiatives in East Asia in the past decade,
which have brought new knowledge and practical wisdom to the class
size debate. This book seeks to move toward a clearer view of what
we know and do not know about class size effects, and to identify
future steps in terms of policy and research. There is a huge and
exciting potential for international collaboration on knowledge
concerning class size effects which can help with research-informed
policy. The book aims to draw out Eastern and Western international
contexts which underpin any understanding of the role of class size
in school learning. The book has chapters by an international team
of experts on class size effects, including Maurice Galton and John
Hattie. Chapters are organised into four main sections:
Socio-cultural and political contexts to the class size debate in
the East and West; Research evidence on class size; Class size and
classroom processes likely to be related to class size changes;
Professional development for small class teaching in East Asia.
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