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postgraduate thesis: An examination of how classroom interaction changes as a result of class size reduction: findings from a HongKong secondary school

TitleAn examination of how classroom interaction changes as a result of class size reduction: findings from a HongKong secondary school
Authors
Issue Date2012
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Fung, C. T. [馮志生]. (2012). An examination of how classroom interaction changes as a result of class size reduction : findings from a Hong Kong secondary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017826
AbstractThis study focused on the relationship between classroom interaction and small class teaching in a Hong Kong secondary school, an issue which has long been recognized in a range of international and local studies. The observation of one teacher teaching two S.1 classes of different class size (n=34 and n=23) and another teacher teaching two S.7 classes of different class size (n=23 and n=12) over a period of time has revealed key differences between teaching and learning in large and small classes. This study draws on both quantitative and qualitative data. The study includes a pilot case study which comprised of three-hour lesson observations in each of the two S.1 (grade 7) classrooms, an action research study which consisted of 20-hour lesson observations in each of my two S.7 classes (grade 13), interview with the S.1 (grade 7) teacher participant and a total of 15 students, writing from my S.7 students, and my own teacher journal reflections from my S.7 classes. Findings from both the case study and the action research reveal that students in the small classes have more opportunities for participation and classroom interaction after they were offered more group work, discussion, scaffolding and open-ended questions. It was found that small classes were more conducive to the fostering of dialogic teaching as well as the formation of communities of practice. Implications for pedagogy and further research are included.
DegreeMaster of Education
SubjectClass size - China - Hong Kong.
Interaction analysis in education - China - Hong Kong.
Dept/ProgramEducation

 

DC FieldValueLanguage
dc.contributor.authorFung, Chi-sang, Thomas.-
dc.contributor.author馮志生.-
dc.date.issued2012-
dc.identifier.citationFung, C. T. [馮志生]. (2012). An examination of how classroom interaction changes as a result of class size reduction : findings from a Hong Kong secondary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017826-
dc.description.abstractThis study focused on the relationship between classroom interaction and small class teaching in a Hong Kong secondary school, an issue which has long been recognized in a range of international and local studies. The observation of one teacher teaching two S.1 classes of different class size (n=34 and n=23) and another teacher teaching two S.7 classes of different class size (n=23 and n=12) over a period of time has revealed key differences between teaching and learning in large and small classes. This study draws on both quantitative and qualitative data. The study includes a pilot case study which comprised of three-hour lesson observations in each of the two S.1 (grade 7) classrooms, an action research study which consisted of 20-hour lesson observations in each of my two S.7 classes (grade 13), interview with the S.1 (grade 7) teacher participant and a total of 15 students, writing from my S.7 students, and my own teacher journal reflections from my S.7 classes. Findings from both the case study and the action research reveal that students in the small classes have more opportunities for participation and classroom interaction after they were offered more group work, discussion, scaffolding and open-ended questions. It was found that small classes were more conducive to the fostering of dialogic teaching as well as the formation of communities of practice. Implications for pedagogy and further research are included.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B5017826X-
dc.subject.lcshClass size - China - Hong Kong.-
dc.subject.lcshInteraction analysis in education - China - Hong Kong.-
dc.titleAn examination of how classroom interaction changes as a result of class size reduction: findings from a HongKong secondary school-
dc.typePG_Thesis-
dc.identifier.hkulb5017826-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5017826-
dc.date.hkucongregation2012-

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