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

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Learning and Instruction Volume 21, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

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.

Citation

Brühwiler, C. & Blatchford, P. (2011). Effects of class size and adaptive teaching competency on classroom processes and academic outcome. Learning and Instruction, 21(1), 95-108. Elsevier Ltd. Retrieved December 16, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2009.11.004

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Cited By

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  • Sensitivity of test items to teaching quality

    Alexander Naumann, DIPF, Germany; Svenja Rieser, University of Wuppertal (BUWI), Germany; Stephanie Musow & Jan Hochweber, University of Teacher Education St. Gallen (PHSG), Switzerland; Johannes Hartig, DIPF, Germany

    Learning and Instruction Vol. 60, No. 1 (April 2019) pp. 41–53

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