Class Size And English In The Secondary School
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| Author | : R. Shep Melnick |
| Publisher | : Brookings Institution Press |
| Total Pages | : 337 |
| Release | : 2018-03-06 |
| Genre | : Education |
| ISBN | : 0815732406 |
One civil rights-era law has reshaped American society—and contributed to the country's ongoing culture wars Few laws have had such far-reaching impact as Title IX of the Education Amendments of 1972. Intended to give girls and women greater access to sports programs and other courses of study in schools and colleges, the law has since been used by judges and agencies to expand a wide range of antidiscrimination policies—most recently the Obama administration’s 2016 mandates on sexual harassment and transgender rights. In this comprehensive review of how Title IX has been implemented, Boston College political science professor R. Shep Melnick analyzes how interpretations of "equal educational opportunity" have changed over the years. In terms accessible to non-lawyers, Melnick examines how Title IX has become a central part of legal and political campaigns to correct gender stereotypes, not only in academic settings but in society at large. Title IX thus has become a major factor in America's culture wars—and almost certainly will remain so for years to come.
| Author | : Peter Blatchford |
| Publisher | : UCL Press |
| Total Pages | : 340 |
| Release | : 2020-11-12 |
| Genre | : Education |
| ISBN | : 1787358798 |
The debate over whether class size matters for teaching and learning is one of the most enduring, and aggressive, in education research. Teachers often insist that small classes benefit their work. But many experts argue that evidence from research shows class size has little impact on pupil outcomes, so does not matter, and this dominant view has informed policymaking internationally. Here, the lead researchers on the world’s biggest study into class size effects present a counter-argument. Through detailed analysis of the complex relations involved in the classroom they reveal the mechanisms that support teachers’ experience, and conclude that class size matters very much indeed. Drawing on 20 years of systematic classroom observations, surveys of practitioners, detailed case studies and extensive reviews of research, Peter Blatchford and Anthony Russell contend that common ways of researching the impact of class size are limited and sometimes misguided. While class size may have no direct effect on pupil outcomes, it has, they say, significant force through interconnections with classroom processes. In describing these connections, the book opens up the everyday world of the classroom and shows that the influence of class size is everywhere. It impacts on teaching, grouping practices and classroom management, the quality of peer relations, tasks given to pupils, and on the time teachers have for marking, assessments and understanding the strengths and challenges for individual pupils. From their analysis, the authors develop a new social pedagogical model of how class size influences work, and identify policy conclusions and implications for teachers and schools.
| Author | : B. Kumaravadivelu |
| Publisher | : Routledge |
| Total Pages | : 285 |
| Release | : 2006-04-21 |
| Genre | : Education |
| ISBN | : 1135607613 |
This book traces the historical development of major language teaching methods in terms of theoretical principles and classroom procedures, and provides a critical evaluation of each. Drawing from seminal, foundational texts and from critical commentaries made by various scholars, Kumaravadivelu examines the profession's current transition from method to postmethod and, in the process, elucidates the relationship between theory, research, and practice. The chief objective is to help readers see the pattern that connects language, learning, teaching methods, and postmethod perspectives. In this book, Kumaravadivelu: *brings together a critical vision of L2 learning and teaching--a vision founded at once on historical development and contemporary thought; *connects findings of up-to-date research in L2 learning with issues in L2 teaching thus making the reader aware of the relationship between theory, research and practice; *presents language teaching methods within a coherent framework of language-, learner-, and learning-centered pedagogies, thus helping the reader to see how they are related to each other; *shows how the three categories of methods evolved historically leading ultimately (and inevitably) to the emergence of a postmethod condition; and *provides the reader with a solid background in several interconnected areas of L2 pedagogy, such as concepts of competence, input factors, intake processes, interactional modifications, and instructional design. Understanding Language Teaching: From Method to Postmethod is intended for an international audience of teacher educators, practicing teachers and graduate students, researchers, curriculum planners, and materials designers in the field of second and foreign language teaching.
| Author | : William L. Smith |
| Publisher | : |
| Total Pages | : 52 |
| Release | : 1986 |
| Genre | : Education |
| ISBN | : |
Recognizing the contradictory or inconclusive findings on class size in English, this booklet provides a summary and analysis of existing class size research and describes the kinds of research that would shed new light on the question of class size and secondary English. The first section contains the report of the Task Force on Class Size and Workload in Secondary English Instruction for the Executive Committee of the National Council of Teachers of English. It describes charges given to the task force, existing research on the effects of class size, general recommendations for research, and recommended topics for research. The second section, containing a summary of research on class size and English, discusses reviews of the literature, reports of studies on the effect of class size on achievement and on quality, and highlights some particularly comprehensive studies on achievement and quality in different class sizes. A reference list of about four pages is included. (EL)
| Author | : Blatchford, Peter |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 194 |
| Release | : 2003-04-01 |
| Genre | : Education |
| ISBN | : 0335211623 |
"This is a very important book which may become a classic. The research study is remarkable in its magnitude, breadth and duration.... it is described in a form accessible to practitioners and policy makers." - Professor Jeremy D. Finn, State University of New York at Buffalo, USA "This fascinating book is one that should be compulsory reading for student teachers... It also provides challenge and insight for experienced teachers. ...a stimulating source of evidence which will challenge people to consider their own approaches and what might constitute good practice. ...an important contribution to the class size debate." - Inservice Journal One of the most important debates in education in recent years has been about the effects of class size differences in schools. This book provides the most complete analysis to date of the educational consequences of class size differences, and sets out to solve the puzzling gap between professional experience and research findings. This book: Examines results from a pioneering research project of international significance, unique in its scale and methodology Investigates the relationships between class size and pupil achievements by detailed examination of classroom processes Considers the view that small classes provide better teaching and learning, and why this is not supported by past research findings Identifies implications for policy at government, LEA and school level, teacher education and professional development Indicates implications for practice - maximising opportunities of small classes and minimising problems in large classes. Written in an accessible style and drawing upon examples from classroom life, this book is important reading for student and practising primary school teachers, M.Ed and doctoral students, teacher educators, researchers and policymakers.
| Author | : Peter Blatchford |
| Publisher | : Routledge |
| Total Pages | : 313 |
| Release | : 2016-04-28 |
| Genre | : Education |
| ISBN | : 1317643488 |
Much debate, research and commentary about class sizes in schools is limited because of an exclusive concern with class size and pupil academic attainment, and a neglect of classroom processes, which might help explain class size effects (or lack of them). Very little is known about the central question: how can teachers make the most of class size changes? Much of the commentary on class size effects has focused on Western and English-speaking countries but there are promising developments elsewhere, particularly the 'Small Class Teaching' initiatives in East Asia in the past decade, which have brought new knowledge and practical wisdom to the class size debate. This book seeks to move toward a clearer view of what we know and do not know about class size effects, and to identify future steps in terms of policy and research. There is a huge and exciting potential for international collaboration on knowledge concerning class size effects which can help with research-informed policy. The book aims to draw out Eastern and Western international contexts which underpin any understanding of the role of class size in school learning. The book has chapters by an international team of experts on class size effects, including Maurice Galton and John Hattie. Chapters are organised into four main sections: Socio-cultural and political contexts to the class size debate in the East and West; Research evidence on class size; Class size and classroom processes likely to be related to class size changes; Professional development for small class teaching in East Asia.
| Author | : Gary James Harfitt |
| Publisher | : Springer |
| Total Pages | : 258 |
| Release | : 2015-07-21 |
| Genre | : Education |
| ISBN | : 9812875646 |
This book provides a timely examination of the effects of class size reduction (CSR) on teaching and learning processes. It represents a departure in that the research covered focuses solely on the relationship between CSR and effective teaching in real secondary school classrooms. The book also presents a much-needed and powerful student voice on the impact of class size reduction on teaching and learning processes. It conceptualises the effects of class size on teaching and learning processes in secondary school classrooms, which are another under-researched perspective in this field. Drawing on multiple case studies concerning teaching and learning processes in large and small Hong Kong secondary-school classes, it highlights the qualitative differences in teaching and learning processes. On the basis of those studies, the book argues for a more purposeful, dynamic approach to education for teachers working in small or reduced-size classes.
| Author | : Elisa Lynn Carbone |
| Publisher | : SAGE |
| Total Pages | : 120 |
| Release | : 1998-05-27 |
| Genre | : Education |
| ISBN | : 9780761909750 |
In this useful and practical book, Elisa Carbone offers a wealth of sound advice on how to deal with a large class, from the first day to end of term evaluations. Full of examples taken from many different disciplines, Teaching Large Classes will be an ideal companion for any teacher facing the challenge of the large introductory class.
| Author | : |
| Publisher | : |
| Total Pages | : 568 |
| Release | : 1952 |
| Genre | : Education |
| ISBN | : |
| Author | : Ed Baines |
| Publisher | : Routledge |
| Total Pages | : 207 |
| Release | : 2016-07-22 |
| Genre | : Education |
| ISBN | : 1317548752 |
Promoting Effective Group Work in the Primary Classroom, 2nd ed. is designed to enhance teachers’ and teaching assistants’ confidence in engaging their children in effective group work, allowing for more active participation, more on-task focus and higher levels of achievement. This accessible second edition is packed full of valuable strategies for teachers and fun activities for children, offering guidance on how to create an inclusive and supportive classroom by developing the social, communicative and group working skills of all pupils. It has been thoroughly updated and includes new material on whole school approaches to group work, the risks and challenges involved, and how to involve Teaching Assistants and other support staff in undertaking inclusive and effective group work in classrooms. A tried-and-tested, step-by-step approach encourages both children and their teachers to develop supportive relationships that have been found to facilitate academic performance, positive social behaviour and motivation. Since the first edition the authors have found that this handbook can be used successfully in many different countries around the world. With ideas to help resolve problems that might arise and suggested training activities to support pupils, this text is a one-stop resource to ensure effective group work in the classroom. It is an essential guide for both trainee and practising teachers, as well as TAs and support staff, and a valuable basis for school action.
