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Article: How class size reduction mediates secondary students' learning: Hearing the pupil voice

TitleHow class size reduction mediates secondary students' learning: Hearing the pupil voice
Authors
KeywordsClass size
Classroom communities
Classroom interaction
Secondary school
Student voice
Issue Date2012
PublisherSpringer Netherlands. The Journal's web site is located at http://www.springer.com/education/journal/12564
Citation
Asia Pacific Education Review, 2012, v. 13 n. 2, p. 299-310 How to Cite?
AbstractThis paper discusses the question of why and how class size can make a difference to teaching and learning from the students' perspective. Secondary school contexts and, in particular, the students' own voice on the issue of class size represent an under-researched area for class size studies. This paper draws on data from three case studies that examined secondary school English classes in Hong Kong (one large and one reduced-size class in each case). Both classes were of the same grade and taught by the same teacher. This paper positions the case studies within a broader context that focuses on class size and the processes that appear to be mediated by class size reduction. It also draws on interview data and findings from classroom observations. Notably, these data all suggest that students perceive smaller classes as being able to foster a greater sense of belonging and cohesion in their classroom, closer relations with teachers and enhanced participation levels in classroom activities. Crucially, findings also suggest that smaller classes can help to overcome some key cultural obstacles to learning such as language learning anxiety and the issue of 'face'. Some implications for teachers, trainers and researchers are also presented. © 2011 The Author(s).
Persistent Identifierhttp://hdl.handle.net/10722/145594
ISSN
2015 Impact Factor: 0.394
2015 SCImago Journal Rankings: 0.371
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorHarfitt, GJen_HK
dc.date.accessioned2012-02-28T01:56:26Z-
dc.date.available2012-02-28T01:56:26Z-
dc.date.issued2012en_HK
dc.identifier.citationAsia Pacific Education Review, 2012, v. 13 n. 2, p. 299-310en_HK
dc.identifier.issn1598-1037en_HK
dc.identifier.urihttp://hdl.handle.net/10722/145594-
dc.description.abstractThis paper discusses the question of why and how class size can make a difference to teaching and learning from the students' perspective. Secondary school contexts and, in particular, the students' own voice on the issue of class size represent an under-researched area for class size studies. This paper draws on data from three case studies that examined secondary school English classes in Hong Kong (one large and one reduced-size class in each case). Both classes were of the same grade and taught by the same teacher. This paper positions the case studies within a broader context that focuses on class size and the processes that appear to be mediated by class size reduction. It also draws on interview data and findings from classroom observations. Notably, these data all suggest that students perceive smaller classes as being able to foster a greater sense of belonging and cohesion in their classroom, closer relations with teachers and enhanced participation levels in classroom activities. Crucially, findings also suggest that smaller classes can help to overcome some key cultural obstacles to learning such as language learning anxiety and the issue of 'face'. Some implications for teachers, trainers and researchers are also presented. © 2011 The Author(s).en_HK
dc.languageengen_US
dc.publisherSpringer Netherlands. The Journal's web site is located at http://www.springer.com/education/journal/12564en_HK
dc.relation.ispartofAsia Pacific Education Reviewen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong Licenseen_US
dc.subjectClass sizeen_HK
dc.subjectClassroom communitiesen_HK
dc.subjectClassroom interactionen_HK
dc.subjectSecondary schoolen_HK
dc.subjectStudent voiceen_HK
dc.titleHow class size reduction mediates secondary students' learning: Hearing the pupil voiceen_HK
dc.typeArticleen_HK
dc.identifier.emailHarfitt, GJ: gharfitt@hkucc.hku.hken_HK
dc.identifier.authorityHarfitt, GJ=rp00901en_HK
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1007/s12564-011-9193-6en_HK
dc.identifier.scopuseid_2-s2.0-84862210141en_HK
dc.identifier.hkuros198705en_US
dc.identifier.hkuros207710-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84862210141&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume13en_HK
dc.identifier.issue2en_HK
dc.identifier.spage299en_HK
dc.identifier.epage310en_HK
dc.identifier.eissn1876-407X-
dc.identifier.isiWOS:000305127800011-
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridHarfitt, GJ=8951973400en_HK

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