Effects of class size and adaptive teaching competency on classroom processes and academic outcome

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• 作者：Christian Brü ; hwiler ; Peter Blatchford
• 关键词：Class size ; Adaptive teaching competency ; Teacher effectiveness ; Teaching quality ; Academic outcome
• 刊名：Learning and Instruction
• 出版年：2011
• 出版时间：February 2011
• 年：2011
• 卷：21
• 期：1
• 页码：95-108
• 全文大小：502 K

文摘

In many studies of class size effects, teacher characteristics are missing, even though many argue it is not class size that is important but teacher quality. In the present study teachers' effectiveness on the learning progress was assessed while teaching a unit with predefined learning objectives. To measure adaptive teaching competency a multi-method approach was employed (e.g., vignette and video test). There were 49 teachers and 898 students. Smaller classes led to higher academic learning progresses, better knowledge of students, and better classroom processes. Adaptive teacher competency remained relevant in smaller classes, that is, class size and teacher quality were independently important.