Recently, East Asian countries have sought to reduce the size of primary classes, in contrast to current Western perspectives which are based on the argument that other factors are more important in bringing about improvements in literacy and numeracy. This shift in thinking arises because the rationale for class size reductions in East Asia differs from that which influenced previous Western efforts.Initially, the paper explores the consequences of these different approaches and the problems and attempted solutions which arise when class size reductions are implemented. A specific case study is described and key elements in the implementation process identified. Finally, the paper suggests ways that present small class practice might be modified to meet current East Asian educational goals. Copyright © 2018 Elsevier Ltd. All rights reserved.

The justification for smaller classes has traditionally been that students can receive more individual attention and be provided with a curriculum that promotes student centred learning. However, in Asia where student engagement is generally over 90% in primary school classrooms, the focus of smaller classes is for teachers to increase the quality of their teaching, building on the already impressive levels of student engagement.Learning to Teach Small Classes comprehensively instructs teachers on ways they can utilise the advantage of a smaller class to its fullest potential. It works through different case studies and gives examples of successful classroom practice in each of the core subject areas (Chinese, English and Mathematics). Chapters include:•Setting Objectives, Asking and Answering Questions•Sustaining Successful Group and Pair Work•The Use of Feedback and Assessment for Developing Independence in Learning•Bringing it all together and Sustaining Effective PracticeWith questions for discussion and further suggested reading, this book is an invaluable resource for anyone involved in small class teaching, and East Asian teaching and education policy. Copyright © 2015 Maurice Galton, Kwok Chan Lai and Kam Wing Chan.

This book captures the range of views and evidence on class size across the world; seeks to clarify these deeply held views and move toward a clearer view of what we know and do not know about class size effects; and identify future steps in terms of policy and research. Of all the issues in education, debate about the effects of class sizes in schools is probably the most long standing and contentious. The time is exactly right for a text which captures a range of international research and perspectives, and allows a forum for alternative points of view, while at the same time providing an integrated editorial commentary on the key issues. Copyright © 2016 P. Blatchford, K. W. Chan, M. Galton, K. C. Lai, and J. C. Lee.

Reduced class sizes have a positive impact on pupil achievement and classroom processes. Pupils receive more individual attention and are better behaved and more on-task in small classes. In Hong Kong, small-class teaching has become a major government policy in primary schools. It is being implemented in phases, beginning in the 2009–2010 school year in Primary 1. Research shows that the benefits of a small-class environment are not automatic if teachers do not make changes to their teaching practice; hence, various types of campus-based professional development programmes have been organised for teachers to adapt their teaching in the small-class environments for the purposes of optimising the student learning. However, teachers tend to revert to their usual teaching practice soon after undertaking the relevant professional development training. School support is essential to provide encouragement for continuous improvement in order to sustain the effect of the campus-based professional development programmes. This article begins with an overview of the research on class size, then describes the implementation of small-class teaching policy in Hong Kong, compares the campus-based with school-based professional development programmes in small-class teaching, analyses the weakness of the existing school-based professional development programmes and finally argues that a self-owned model of school-based teacher development can be effective in sustaining the effect of the professional development programmes that teachers have undertaken.

This primary school (students aged 6 to 12), uses small class teaching, cooperative learning, promotion of self-learning skills, and "invitation education" (i.e., teaching practices based on respect, trust, optimism and intentionality). The school widely employs ICT facilities: Teachers, students and parents can share materials (e.g., with the "electric schoolbag"), there is a distance-learning classroom for joined projects with other schools, and a "smart classroom" equipped with electric whiteboards. The school has a garden and library that are both taken care of by student teams. Every classroom has a mini performing stage and a reading corner; books are also spread all over the school to stimulate children to read there after school. The school offers reading programmes for children who arrive early in the morning at school, and intensive after-school tutoring and supervised homework sessions. Social activities include mixed-age "caring groups" who have one mentoring teacher and meet monthly, commendations for academic and social behaviour, and celebrations like birthday parties. The staff regularly attends seminars for professional development and engages in collaborative lesson planning, and peer lesson observation.
[Copyright © OECD, 2012.]