Annex 3
Does Small Really Make A Difference? An update
A review of the literature on the effects of class size on teaching practice and pupils' behaviour and attainment
Valerie Wilson
Revised May 2006
Contents
Executive Summary
1. Introduction
1.1 Background to the review
1.2 Aims and scope
1.3 Definition
1.4 Search methods
1.5 Organisation of the review
2. Nature of the Evidence
2.1 Introduction
2.2 Reviews
2.3 Correlational studies
2.4 Meta-analyses
2.5 Experimental studies
2.6 Multi-method approaches
2.7 Summary
3. Class Size and Pupil Attainment
3.1 Introduction
3.2 Does achievement improve in smaller classes?
3.3 Which groups benefit most?
3.4 Do the findings apply to a British context?
3.5 Is there any Scottish evidence?
3.6 Summary
4. Class Size and Teaching Practices
4.1 Introduction
4.2 Characteristics of effective teaching
4.3 The impact of class size on classroom procedures
4.4 The use of classroom assistants (teachers' aides)
4.5 Teachers' training for small-sized classes
4.6 Summary
5. Class Size and Pupil Behaviour and Motivation
5.1 Introduction
5.2 Pupil behaviour
5.3 Attendance and exclusions
5.4 Attitudes to learning and teaching
5.5 Summary
6.Educational systems and costs
6.1 Introduction
6.2 Class size in Scottish schools
6.3 Class size in other countries
6.4 Cost of reduction
6.5 Summary
7. Conclusions
7.1 Introduction
7.2 How good is the evidence?
7.3 Does class size impact on pupil attainment?
7.4 Which stages of education benefit most from class size reduction?
7.5 How does class size manipulation impact on teaching practices?
7.6 What effects does class size reduction have on pupils' learning?
7.7 What is the impact of class size reduction on pupils' behaviour, attendance and motivation?
7.8 How much does it cost to reduce class sizes?
References
Appendices
A1: 2001 Search Strategy
A2: 2006 Search Strategy