Skip to main content
SpringerLink
Log in
Book cover

Class Size Reduction pp 1–30Cite as

Class Size Reduction: A Global Debate

  • Chapter

  • 1210 Accesses

Abstract

This chapter starts by examining the vigorous debate that has surrounded the global issue of class size reduction (CSR) for so many years. It then charts a possible way ahead for class size research by arguing for a more substantial evidence base on how and why teaching and learning can differ in classes of different size in the under-researched context of the secondary school classroom. There then follows a definition of key terms and concepts in the class size literature. The issue of class size in East Asia is complicated by a host of cultural factors, and what is described as the Asian paradox. This paradox will be discussed with particular reference to the many international attainment tests which have been used erroneously in my opinion to suggest a positive link between large class sizes in Asia and students’ consistently high achievement levels when compared with their Western counterparts who often study in smaller classes. The chapter concludes with a description of the research aims of the book, an overview of the educational landscape for this study, and a comment on Hong Kong’s central position in current research on CSR.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Achilles, C. A. (1999). Let’s put kids first, finally: Getting class size right. Thousand Oaks: Corwin Press.

    Google Scholar 

  • Achilles, C. M. (2000). Should class size be a cornerstone for educational policy? The National Center on Education in the Inner Cities (CEIC) Review, 9(2), 15–23.

    Google Scholar 

  • Allwright, R. L. (1984). The importance of interaction in classroom language learning. Applied Linguistics, 5(2), 156–171.

    Google Scholar 

  • Anderson, L. (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 (pp. 3–24). Philadelphia: Temple University Center for Research in Human Development and Education.

    Google Scholar 

  • Anderson, L. W. (2002). Balancing breadth and depth of content coverage: Taking advantage of the opportunities provided by smaller classes. In J. D. Finn & M. C. Wang (Eds.), Taking small classes one step further (pp. 51–61). Greenwich: Information Age.

    Google Scholar 

  • Annual Status of Education Report. (2013). India rural. New Delhi: Pratham.

    Google Scholar 

  • Bain, H., & Achilles, C. M. (1986). Interesting developments on class size. Phi Delta Kappan, 67(9), 662–665.

    Google Scholar 

  • Barber, M., & Mourshed, M. (2007). How the world’s best performing school systems come out on top. London: McKinsey & Company.

    Google Scholar 

  • Bascia, N., & Faubert, B. (2012). Primary class size reduction: How policy space, physical space, and spatiality shape what happens in real schools. Leadership and Policy in Schools, 11, 344–364.

    Google Scholar 

  • Bateman, H. V. (2002). Students’ sense of community: Implications for class. In M. C. Wang & J. D. Finn (Eds.), Taking small classes one step further (pp. 63–75). Greenwich: Information Age.

    Google Scholar 

  • Bennett, N. (1996). Class size in primary schools: Perceptions of head teachers, chairs of governors, teachers and parents. British Educational Research Journal, 22(1), 33–55.

    Google Scholar 

  • Biddle, B. J., & Berliner, D. C. (2002). Small class size and its effects. Educational Leadership, 5(5), 12–23.

    Google Scholar 

  • Blatchford, P. (2003). The class size debate: Is small better? Maidenhead: Open University Press.

    Google Scholar 

  • Blatchford, P. (2011). The three generations of research on class size effects. In K. Harris, S. Graham, & S. Urdan (Eds.), The American Psychological Association (APA) educational psychology handbook. Washington, DC: American Psychological Association.

    Google Scholar 

  • Blatchford, P. (2015). The class sizes debate is tired and asks the wrong questions. Downloaded from: http://www.theguardian.com/commentisfree/2015/feb/13/class-size-debate-asks-wrong-question-simplistic

  • Blatchford, P., & Mortimore, P. (1994). The issue of class size in schools: What can we learn from research? Oxford Review of Education, 20(4), 411–428.

    Google Scholar 

  • Blatchford, P., & Lai, K. C. (2010). Class size: Arguments and evidence. In B. McGraw, E. Baker, & P. P. Peterson (Eds.), International encyclopedia of education (3rd ed.). New York: Elsevier.

    Google Scholar 

  • Blatchford, P., Russell, P., & Brown, P. (2009). Teaching in large and small classes. In L. J. Saha & A. G. Dworkin (Eds.), International handbook of research (pp. 779–790). New York: Springer Science.

    Google Scholar 

  • Blower, C. (2011). Downloaded from: http://www.telegraph.co.uk/education/educationnews/8541457/Teachers-children-prioritised-in-school-admissions-overhaul.html

  • Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners. Paris: International Institute for Educational Planning UNESCO.

    Google Scholar 

  • Bray, M. (2013). Benefits and tensions of shadow education: Comparative perspectives on the roles and impact of private supplementary tutoring in the lives of Hong Kong students. Journal of International and Comparative Education, 2(1), 18–30.

    Google Scholar 

  • Brophy, J. (1992). Probing the subtleties of subject-matter teaching. Educational Leadership, 49(7), 4–8.

    Google Scholar 

  • Cahen, L. S., Filby, N., McCutcheon, G., & Kyle, D. W. (1983). Class size and instruction. New York: Longman.

    Google Scholar 

  • Carless, D. (2004). Issues in teachers’ re-interpretation of a task-based innovation in primary schools. TESOL Quarterly, 38(4), 639–662.

    Google Scholar 

  • Carless, D., & Harfitt, G. J. (2013). Innovation in secondary education: A case of curriculum reform in Hong Kong. In K. Hyland & L. Wong (Eds.), Innovation and change in English language education. London: Routledge.

    Google Scholar 

  • Chan, C., & Rao, N. (Eds.). (2009). Revisiting the Chinese learner: Changing contexts, changing education. Hong Kong: Comparative Education Research Centre, University of Hong Kong.

    Google Scholar 

  • Chen, S. (1992). The problems and possible remedies in dealing with large classes. Teaching English in China, 24, 83–90.

    Google Scholar 

  • Cooper, P., & McIntyre, D. (1996). Effective teaching and learning: Teachers’ and pupils’ perspectives. Buckingham: Open University Press.

    Google Scholar 

  • Cortazzi, M., & Jin, L. (2001). Large classes in China: ‘Good’ teachers and interaction. In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong: Central Electricity Regulatory Commission.

    Google Scholar 

  • Department for Education. (2011, December). Class size and education in England evidence report. http://www.politics.co.uk/reference/class-sizes

  • Din, F. S. (1998). The benefits of teaching small classes perceived by Chinese urban school teachers. Paper presented at the annual meeting of the Eastern Education Research Association, Hilton Head.

    Google Scholar 

  • Din, F. S. (1999). The benefits of teaching small classes – The Chinese perspectives. Paper presented at the annual meeting of the Eastern Education Research Association, Hilton Head.

    Google Scholar 

  • Dong, B. (2001). A broad view of ‘small class education’. Shanghai Education, 8, 29–30. Available at http://www.sswxx.net/web/NewsDetail.aspx?NewsID=1964

  • Dong, B. (2013, June). Small Class Education in Mainland China. Practical difficulties and solutions. Presentation at Hong Kong Institute of Education (In Chinese).

    Google Scholar 

  • Education and Manpower Bureau. (2003). LegCo panel on education: Study on effective strategies of class and group teaching in primary schools. Hong Kong: Government Printer.

    Google Scholar 

  • Ehrenberg, R. G., Brewer, D. J., Gamoran, A., & Willms, J. D. (2001). Class size and student achievement. Psychological Science in the Public Interest, 2(1), 1–30.

    Google Scholar 

  • Ellis, R. (1999). Learning a second language through interaction. Amsterdam: John Benjamins Publishing.

    Google Scholar 

  • Erickson, F., & Shultz, J. (1991). Students’ experience of the curriculum. In P. W. Jackson (Ed.), Handbook of research on curriculum: A project of the American Educational Research Association (pp. 465–485). New York: Macmillan.

    Google Scholar 

  • Evertson, C. M., & Randolph, C. H. (1989). Teaching practices and class size: A new look at an old issue. Peabody Journal of Education, 67(1), 85–105.

    Google Scholar 

  • Finn, J. D., & Achilles, C. M. (1990). Answers and questions about class size: A statewide experiment. American Educational Research Journal, 27(3), 557–577.

    Google Scholar 

  • Finn, J. D., & Achilles, C. M. (1999). Tennessee’s class size study: Findings, implications, misconceptions. Educational Evaluation and Policy Analysis, 21(2), 97–109.

    Google Scholar 

  • Finn, J. D., & Wang, M. C. (2002). Taking small classes one step further. Greenwich: Information Age Publishing/Laboratory for Student Success.

    Google Scholar 

  • Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2003). The “why’s” of class size: Student behaviour in small classes. Review of Educational Research, 73(3), 21–368.

    Google Scholar 

  • Flowerdew, L. (1998). A cultural perspective on group work. English Language Teaching Journal, 52(4), 323–329.

    Google Scholar 

  • Flutter, J. (2007). Teacher development and pupil voice. The Curriculum Journal, 18(3), 343–354.

    Google Scholar 

  • Galton, M. (1998). Class size: A critical comment on the research. International Journal of Educational Research, 29, 809–818.

    Google Scholar 

  • Galton, M., & Pell, T. (2009). Study on class teaching in primary schools in Hong Kong: Final report. Hong Kong: University of Cambridge and Education Bureau Hong Kong.

    Google Scholar 

  • Galton, M., & Simon, B. (1980). Progress and performance in the primary classroom. London: Routledge/Kegan Paul.

    Google Scholar 

  • Galton, M., Lai, K. C., & Chan, W. C. (2015). Learning to teach small classes: Lessons from East Asia. Oxon: Routledge.

    Google Scholar 

  • Glass, G. V., & Smith, M. L. (1978). Meta-analysis of research on the relationship of class size and achievement. San Francisco: Far West Laboratory for Educational Research and Development.

    Google Scholar 

  • Glass, G. V., Cahen, L., Smith, M. L., & Filby, N. (1982). School class size. Beverley Hills: Sage.

    Google Scholar 

  • Goodnow, C. (1993). Classroom belonging among early adolescent students. Journal of Early Adolescence, 13(1), 21–43.

    Google Scholar 

  • Gorard, S. (2012). Experiencing fairness at school: An international study in five countries. International Journal of Educational Research, 53(3), 127–137.

    Google Scholar 

  • Government of the Hong Kong Special Administrative Region. (1999). Hong Kong 1999. http://yearbook.gov.hk/1999/eng/appendices/app_33.htm

  • Government of the Hong Kong Special Administrative Region. (2011). Hong Kong: The facts. http://www.gov.hk/en/about/abouthk/factsheets/docs/population.pdf

  • Graue, E., & Rauscher, E. (2009). Researcher perspectives on class size reduction. Education Policy Analysis Archives, 17(9), 1–22.

    Google Scholar 

  • Graue, E., Hatch, K., Rao, K., & Oen, D. (2007). The wisdom of class-size reduction. American Educational Research Journal, 44(3), 670–700.

    Google Scholar 

  • Grissmer, D. (1999). Class size effects: Assessing the evidence, its policy implications, and future research agenda. Educational Evaluation and Policy Analysis, 21(2), 231–248.

    Google Scholar 

  • Handley, P. (2002). Every classroom teacher’s dream. Educational Leadership, 5(5), 33–35.

    Google Scholar 

  • 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.

    Google Scholar 

  • Hanushek, E. A. (2002). Evidence, politics, and the class size debate. In L. Mishel & R. Rothstein (Eds.), The class size debate (pp. 37–67). Washington, DC: Economic Policy Institute.

    Google Scholar 

  • Harfitt, G. J. (2012a). An examination of teachers’ perceptions and practice when teaching large and reduced-size classes: Do teachers really teach them in the same way? Teaching and Teacher Education, 28(1), 132–140.

    Google Scholar 

  • Harfitt, G. J. (2012b). Class size and language learning in Hong Kong: The students’ perspective. Educational Research, 54(3), 331–342.

    Google Scholar 

  • Harfitt, G. J. (2013). Why ‘small’ can be better: An exploration of the relationships between class size and pedagogical practices. Research Papers in Education, 28(3), 330–346.

    Google Scholar 

  • Harfitt, G. J. (2014). Brokering dialogue between secondary students and teachers to co-construct appropriate pedagogy in reduced-size classes. Teachers and Teaching: Theory and Practice, 20(2), 212–228.

    Google Scholar 

  • Harfitt, G. J., & Tsui, A. B. M. (2015). An examination of class size reduction on teaching and learning processes: A theoretical perspective. British Educational Research Journal. doi:10.1002/berj.3165.

    Google Scholar 

  • Hargreaves, L., Galton, M., & Pell, A. (1998). The effects of changes in class size on teacher-pupil interactions. International Journal of Educational Research, 29, 779–795.

    Google Scholar 

  • Hattie, J. (2005). The paradox of reducing class size and improving learning outcomes. International Journal of Educational Research, 43, 387–425.

    Google Scholar 

  • Hattie, J. (2009). Visible learning, a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

    Google Scholar 

  • Hofstede, G. (1980). Culture’s consequence: International differences in work-related values. Beverly Hills: Sage.

    Google Scholar 

  • Hofstede, G. (1994). Values survey module 1994 manual. Maastricht: The University of Limburg.

    Google Scholar 

  • Hong Kong SAR Education Bureau: Small Class Teaching (2014a). Downloaded from: http://www.edb.gov.hk/en/edu-system/primary-secondary/applicable-to-primary/small-class-teaching/professional-support.html

  • Hong Kong SAR Education Bureau: Hong Kong. (2014b). Downloaded from: http://www.edb.gov.hk/en/about-edb/publications-stat/figures/sec.html

  • Hong Kong SAR, Curriculum Development Council. (2001). Learning to learn: The way forward in curriculum development: Consultation document summary. Hong Kong: Government Printer.

    Google Scholar 

  • Hong Kong SAR, Curriculum Development Council, & Hong Kong Examinations and Assessment Authority. (2007). Senior secondary curriculum guide. The future is now: From vision to realisation (secondary 4–6). Hong Kong: Government Printer.

    Google Scholar 

  • Hong Kong SAR, Education Commission. (2000). Learning for life, learning through life, reform proposals for the education system in Hong Kong. Hong Kong: Government Printer.

    Google Scholar 

  • Horwitz, E., Horwitz, M., & Cope, J. A. (1991). Foreign language classroom anxiety. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications. Englewood Cliffs: Prentice Hall.

    Google Scholar 

  • Jenson, B., Hunter, A., Sonnermann, J., & Burns, T. (2012). Catching up: Learning from the best school systems in East Asia. Melbourne: Grattan Institute.

    Google Scholar 

  • Jin, L., & Cortazzi, M. (1998). A dialogue: Large classes in China. International Journal of Educational Research, 29, 739–761.

    Google Scholar 

  • Johnston, J. (1990). What are teachers’ perceptions of teaching in different classroom contexts? Paper presented at the annual meeting of the American Educational Research Association, Boston.

    Google Scholar 

  • Kennedy, K. (2011). Transformational issues in curriculum reform: Perspectives from Hong Kong. Journal of Textbook Research, 4, 87–113.

    Google Scholar 

  • Kennedy, K., & Lee, J. (2010). The changing role of schools in Asian societies schools for the knowledge society. London: Routledge.

    Google Scholar 

  • Lai, K. C. (2007, February 10). Understanding teacher change in small class teaching. Presentation at the international symposium on class size: Research, policy and practice, The Hong Kong Institute of Education, Hong Kong.

    Google Scholar 

  • Lai, K. C., & Ip, K. (2007). Seeing large from small: Case studies of small class teaching. Hong Kong: Step Forward (In Chinese).

    Google Scholar 

  • Lin, A. M. Y. (1999). Doing-English-lessons in the reproduction or transformation of social worlds? TESOL Quarterly, 33(3), 393–412.

    Google Scholar 

  • Liu, M., & Jackson, J. (2011). Reticence and anxiety in oral English lessons: A case study in Mainland China. In L. Jin & M. Cortazzi (Eds.), Researching Chinese learners – Skills, perceptions, and intellectual adaptation. Basingstoke: Palgrave Macmillan.

    Google Scholar 

  • Ministry of Education. (2009). www.moe.gov.my

  • Ministry of Education, PRC. (2013). National Educational Development Statistics Bulletin. Beijing: Ministry of Education, PRC.

    Google Scholar 

  • Ministry of Education, Taiwan, (2014) downloaded http://english.moe.gov.tw/ct.asp?xItem=15807&ctNode=11410&mp=1

  • 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.

    Google Scholar 

  • Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved school systems keep getting better. London: McKinsey and Company.

    Google Scholar 

  • Nanjing Education Bureau. (2007). Towards quality education: An exploration of teachers’ professional development in small class teaching. Nanjing: Nanjing Education Bureau (in Chinese).

    Google Scholar 

  • Nelson, G. (1995). Cultural differences in learning styles. In J. Reid (Ed.), Learning styles in the ESL/EFL Classroom. Boston: Heinle and Heinle.

    Google Scholar 

  • Obama, B. (2012). Presidential debate in Florida, 2012. Downloaded from: http://www.ontheissues.org/2012/Barack_Obama_Education.htm

  • Organisation for Economic Co-operation and Development (OECD). (2011a). Education at a glance. Paris: OECD Publications.

    Google Scholar 

  • Organisation for Economic Co-operation and Development (OECD). (2011b). Education at a glance, China. Paris: OECD Publications. doi:http://dx.doi.org/10.1787/eag-2011-en

  • Organisation for Economic Co-operation and Development (OECD). (2012a). How does class size vary around the world? (Education indicators in focus, no. 9). Paris: OECD Publications.

    Google Scholar 

  • Organisation for Economic Co-operation and Development (OECD). (2012b, November). Education indicators in focus – 2012/09. http://dx.doi.org/10.1787/eag-2012-en

  • Organisation for Economic Co-operation and Development (OECD). (2013a). Innovative learning environments, education, research and innovation. Paris: OECD Publications.

    Google Scholar 

  • Organisation for Economic Co-operation and Development (OECD). (2013b). Education at a glance, Japan. Paris: OECD Publications. http://dx.doi.org/10.1787/eag-2013-en

  • Organisation for Economic Co-operation and Development (OECD). (2013c). Education at a glance, New Zealand. Paris: OECD Publications. http://dx.doi.org/10.1787/eag-2013-en

  • Organisation for Economic Co-operation and Development (OECD). (2013d). Australia in education at a glance 2013: OECD indicators. Paris: OECD Publishing. http://dx.doi.org/10.1787/eag-2013-36-en

  • Pate-Bain, H., & Achilles, C. M. (1986). Interesting developments on class size. Phi Delta Kappa, 67(9), 662–665.

    Google Scholar 

  • Pate-Bain, H., Achilles, C. M., Boyd-Zaharias, J., & McKenna, B. (1992). Class size makes a difference. Phi Delta Kappan, 74(3), 253–256.

    Google Scholar 

  • Pedder, D. (2001). The impact of class size on effective teaching and learning: A conceptual and methodological investigation. Unpublished PhD dissertation, Faculty of Education, Cambridge University, Cambridge.

    Google Scholar 

  • Pedder, D. (2006). Are small classes better: Understanding relationships between class, classroom processes and pupils’ learning. Oxford Review of Education, 32(2), 213–234.

    Google Scholar 

  • 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, 2(2), 215–229.

    Google Scholar 

  • Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2000). Teachers, schools, and achievement. Paper presented at Amherst College, University of Rochester, Amherst/Rochester.

    Google Scholar 

  • Robinson, G. E., & Wittebols, J. H. (1986). Class size research: A related cluster analysis for decision making. Arlington: Educational Research Service.

    Google Scholar 

  • Rudduck, J., & Flutter, J. (2000). Pupil participation and pupil perspective: Carving a new order of experience. Cambridge Journal of Education, 30(1), 75–90.

    Google Scholar 

  • Rudduck, J., & Flutter, J. (2004). How to improve your school: Giving pupils a voice. London: Continuum.

    Google Scholar 

  • Ruddock, J., Day, J., & Wallace, G. (1997). Students’ perspectives on school improvement’. In A. Hargreaves (Ed.), Rethinking educational change with heart and mind (The 1997 ASCD year book). Alexandria: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Ryan, J., & Louie, K. (2007). False dichotomy? ‘Western’ and ‘confucian’ concepts of scholarship and learning. Educational Philosophy and Theory, 39(4), 404–417.

    Google Scholar 

  • Schleicher, A. (2015). Seven big myths about top-performing school systems. Downloaded from: http://www.bbc.com/news/business-31087545

  • Schoenhals, M. (1993). The paradox of power in a People’s Republic of China middle school. Armonk: M.E. Sharpe.

    Google Scholar 

  • 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.

    Google Scholar 

  • Singapore, Ministry of Education. (2009). Teach less, learn more. Available http://www3.moe.edu.sg/bluesky/tllm.htm

  • Singapore Ministry of Education (2014) downloaded from: http://www.moe.gov.sg/education/secondary/

  • Slavin, R. E. (1989). Class size and student achievement: Small effects of small classes. Educational Psychologist, 24(1), 99–110.

    Google Scholar 

  • Stasz, C., & Stecher, B. (2002). Before and after class-size reduction: A tale of two teachers. In M. C. Wang & J. D. Finn (Eds.), Taking small classes one step further (pp. 19–50). Greenwich: Information Age.

    Google Scholar 

  • Stigler, J., & Stevenson, H. W. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Summit.

    Google Scholar 

  • Taiwan, Ministry of Education. (2006). General guidelines of grades 1–9 curriculum of elementary and Junior High School Education. Taipei: Ministry of Education.

    Google Scholar 

  • Ting-Toomey, S., & Kurogi, A. (1998). Facework competence in intercultural conflict: An updated face-negotiation theory. International Journal of Intercultural Relations, 22(2), 187–225.

    Google Scholar 

  • Triandis, H. C. (1995). Individualism and collectivism. Boulder: Westview Press.

    Google Scholar 

  • Tsui, A. B. M. (1996). Reticence and anxiety in second language learning. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom. Cambridge: Cambridge University Press.

    Google Scholar 

  • Turner, C. M. (1990). Prime Time: A reflection. Contemporary Education, 62(1), 36–37.

    Google Scholar 

  • UNESCO. (2011). Secondary education regional information base: Country profile, Malaysia. Bangkok: UNESCO Bangkok.

    Google Scholar 

  • Watkins, D. A., & Biggs, J. B. (2001). The paradox of the Chinese learner and beyond. In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner, psychological and pedagogical perspectives (pp. 3–26). Hong Kong: University of Hong Kong, Comparative Education Research Centre.

    Google Scholar 

  • Wilson, V. (2002). Does small really make a difference? A review of the literature on the effects of class size on teaching practice and pupils’ behaviour and attainment. Edinburgh/Glasgow: Scottish Council for Research in Education (SCRE) Centre, University of Glasgow.

    Google Scholar 

  • Wilson, V. (2006). Does small really make a difference? An update. A review of the literature on the effects of class size on teaching practice and pupils’ behaviour and attainment. Edinburgh/Glasgow: Scottish Council for Research in Education (SCRE) Centre, University of Glasgow.

    Google Scholar 

  • Woessmann, L. (2006). Where to look for student sorting and class-size effects: Identification and quest for causes based on international evidence. In S. J. Howie & T. Plomp (Eds.), Contexts of learning mathematics and science: Lesson learned from TIMSS (pp. 353–368). New York: Routledge.

    Google Scholar 

  • Woessmann, L., & West, M. R. (2006). Class-size effects in school systems around the world. European Economic Review, 50(3), 695–736.

    Google Scholar 

  • Wong, N. Y., & Wong, W. Y. (2002). The ‘confucian heritage culture’ learner’s phenomenon. Asian Psychologist, 3(1), 78–82.

    Google Scholar 

  • Word, E. R., Johnston, J., Bain, H. P., Fulton, B. D., Boyd-Zaharias, J., & Lintz, M. N. (1990). The State of tennessee’s student/teacher achievement ratio (STAR) project: Technical report 1985–90. Nashville: Tennessee State University.

    Google Scholar 

  • Zhang, X., & Head, K. (2010). Dealing with learner reticence in the speaking class. English Language Teaching Journal, 64(1), 1–9.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong SAR

    Gary James Harfitt

Authors
  1. Gary James Harfitt
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Springer Science+Business Media Singapore

About this chapter

Cite this chapter

Harfitt, G.J. (2015). Class Size Reduction: A Global Debate. In: Class Size Reduction. Springer, Singapore. https://doi.org/10.1007/978-981-287-564-8_1

Download citation

Publish with us

Policies and ethics

Search

Navigation