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.

This study was originally designed to explore the impact of a distributed approach to developing curriculum leadership among schoolteachers. Previous papers have focused on reporting evidence of teacher learning in the process of engaging teachers in various types of curriculum decision-making in an innovation project based on interview data. This article reports a discourse analysis of the interactions based on the visual data in videotaped meetings between teachers in a Chinese curriculum development team and shows that teacher participation is constrained by the leadership styles of the positional leaders in the team in the second action cycle in the project. The mediational effects of the leadership styles invite policy-makers and school management to rethink the effectiveness of school-based approaches to curriculum development in enhancing teacher learning and development.
[Copyright of Curriculum Journal is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09585176.2010.504577]

This study is designed to investigate the impact of school-based curriculum development teams on teacher development within the tradition of school-based curriculum development in a primary school in Hong Kong. Teacher interviews were used to evaluate the extent that teacher engagement in curriculum decision-making processes within two school-based curriculum development teams has led to teacher professional development which were triangulated with the videotaped meetings and tryout lessons. Qualitative evidence has revealed positively that participating teachers have developed themselves professionally through the process of planning, experimenting and reflecting (PER model) upon curriculum practice and innovation under certain conditions. However, the complexity of the structures and processes that were established for involving teachers in curriculum decision-making processes needs further empirical and theoretical work. This paper only looks at data relating to teacher development in curriculum leadership collected in the second action cycle of the project from January to June 2005.
[Copyright of Asia-Pacific Journal of Teacher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13598660701268569]