Class Size Reduction Key Insights from Secondary School Classrooms /
This book provides a timely examination of the effects of class size reduction (CSR) on teaching and learning processes. It represents a departure in that the research covered focuses solely on the relationship between CSR and effective teaching in real secondary school classrooms. The book also pr...
| Published in: | Springer eBooks |
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| Main Author: | |
| Corporate Author: | |
| Format: | eBook |
| Language: | English |
| Published: |
Singapore :
Springer Singapore : Imprint: Springer,
2015.
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| Subjects: | |
| Online Access: | http://dx.doi.org/10.1007/978-981-287-564-8 Перейти в каталог НБ ТГУ |
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| 245 | 1 | 0 | |a Class Size Reduction |h electronic resource |b Key Insights from Secondary School Classrooms / |c by Gary James Harfitt. |
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| 505 | 0 | |a Preface -- Chapter 1 Class Size Reduction: a global debate -- Chapter 2 New Directions in Researching Class Size -- Chapter 3 Teachers' perceptions and practice when working with small classes -- Chapter 4 Hearing the Student Voice on Class Size Reduction -- Chapter 5 Using the student voice to promote teachers' pedagogical innovation in small classes -- Chapter 6 Unpacking the findings: some theoretical perspectives -- Chapter 7 Insights and Implications: the way forward for teaching small classes -- Appendices -- Bibliography. | |
| 520 | |a This book provides a timely examination of the effects of class size reduction (CSR) on teaching and learning processes. It represents a departure in that the research covered focuses solely on the relationship between CSR and effective teaching in real secondary school classrooms. The book also presents a much-needed and powerful student voice on the impact of class size reduction on teaching and learning processes. It conceptualises the effects of class size on teaching and learning processes in secondary school classrooms, which are another under-researched perspective in this field. Drawing on multiple case studies concerning teaching and learning processes in large and small Hong Kong secondary-school classes, it highlights the qualitative differences in teaching and learning processes. On the basis of those studies, the book argues for a more purposeful, dynamic approach to education for teachers working in small or reduced-size classes. | ||
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