期刊論文
Why 'small' can be better: An exploration of the relationships between class size and pedagogical practices
EdLink- Why 'small' can be better: An exploration of the relationships between class size and pedagogical practices
- Research Papers in Education, 28(3), 330-345, 2013
- Great Britain
- Routledge
- 2013
-
- Hong Kong
-
- 1997.7 onwards
-
- 中學教育
- A central issue in the class size debate is that while cutting class size might lead to improved teaching and learning, it is also possible that it may not if teachers do not seek to exploit the advantages of a smaller class size through an alternative pedagogy. Research suggests that teachers do not change their pedagogy when moving from large classes to smaller ones. This paper focuses on pedagogical practices in large and reduced-size secondary school classes where the teacher is the same in both contexts; a research design that has not been employed in previous class size studies. The paper explores the relationships between class size and the pedagogical practices adopted by four experienced teachers in Hong Kong who are each responsible for one large and one reduced-size English language class of the same grade level. Drawing on mostly qualitative data, this study's findings show that teachers did vary their teaching from one class to another with important differences noted in teacher-student interaction patterns, classroom organisation, the establishment of classroom rules and the teacher's use of humour. At the same time, interview data reveal that teachers could not always explain or theorise their pedagogical decisions. Implications for professional practice are presented.[Copyright of Research Papers in Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02671522.2011.653389]
-
- 英文
- 期刊論文
-
- 02671522
- https://bibliography.lib.eduhk.hk/tc/bibs/8fe8ee38
- 2014-05-29
最近的期刊論文
探究課程政策對教師遊戲教學信念的影響: 以香港兩所幼稚園教師為例期刊論文
Educational value priorities of Chinese parents in a global city: A mixed-methods study in Hong Kong期刊論文
The construct of integrated group discussion (IGD) among undergraduate students: To what extent does group discussion performance reflect performance on IGD tasks?期刊論文
Constructivist learning approaches do not necessarily promote immediate learning outcome or interest in science learning期刊論文
Work–life balance among higher-education professionals in Hong Kong and Thailand during the COVID-19 pandemic期刊論文
Healthy eating report card for pre-school children in Hong Kong期刊論文
Assessing the relationship between teacher inclusive beliefs, behaviors, and competences of students with autism spectrum disorders期刊論文
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course期刊論文