Classroom contexts: connections between class size and within class grouping.

BACKGROUND: There has been a vigorous debate for many years about the educational effects of class size differences, but even if differences have an impact on pupils' academic progress this still leaves unanswered important questions about what mediates the effect. AIMS: This paper is informed by a classroom contextual perspective, and examines associations between class size and within class groupings (in terms of size and number of groups, adult presence in groups, and type of interaction between grouping members). Age differences in these relationships are also explored. SAMPLES: The quantitative study is based on analysis of 3157 groupings, from 672 Reception, Year 2 and Year 5 classes in 331 schools. The qualitative study was based on 12 classes in 8 case study schools, and questionnaire responses completed by over 100 class teachers. METHODS: Links between size of class and within class groupings were examined on the basis of a 'grouping mapping survey', in which teachers at a given time in the school day provided information on group size and number, adult presence, and type of interaction between pupils, and complementary qualitative analyses of data from teacher-completed questionnaires, and interviews. RESULTS: The number of groups in a class increased with the size of the class. Over all three year groups, small classes had on average just over three groups, while large classes approached six groups. The size of groups in the class decreased with size of class. In class sizes over 25, pupils were more likely to be in a large group of 7-10, while in classes under 25 they were more likely to be in whole class groupings. Qualitative analyses showed that teachers felt that groups of 7-10 pupils had negative educational effects, for example, in terms of the quality and quantity of teaching and children's concentration and contribution in groups. CONCLUSIONS: Results suggest that the effects of class size can be best seen as through the size and number of groups, which will then have implications for learning experiences. So while debate about size of class has often been in terms of reduced size of class resulting in pupil academic gains, it is also important educationally to consider within class grouping size and number, and their effects.

Student perceptions of a good teacher: the gender perspective

BACKGROUND: A large-scale survey of pupils' perceptions of a good teacher in the Caribbean republic of Trinidad and Tobago is reported. An essay-based, interpretative mode of research was used to elicit and identify constructs used by boys and girls. AIMS: The study explores similarities and differences between boys and girls in their perceptions of a good teacher, in a society where girls achieve superior academic performance (than boys). SAMPLE: A total of 1756 pupils and students aged between 8 and 16 provided the sample, which was proportional, stratified, clustered. Within these constraints classrooms were randomly selected to be representatives of primary and secondary school schools across the two islands. METHOD: Altogether 1539 essays and 217 interviews were content analysed, coded for age development and compared between boys and girls. Content items identified by the pupils were logically grouped into: physical and personal characteristics of the teacher, quality of the relationship between the teacher and pupil, control of behaviour by the teacher, descriptions of the teaching process, and educational and other outcomes obtained by pupils due to teacher efforts. RESULTS: Female pupils identified more good teacher concepts at all age levels than males. There was some commonality concepts at all age levels than males. There was some commonality between the sexes in concepts regarding interpersonal relationships and inclusiveness in the good teachers' teaching practices and boys showed significantly greater concerns regarding teacher control and use of punishment. Males as young as 8 years stated that good teachers should be sensitive to their needs. Only among the 16 year old males and males noted as good teachers. CONCLUSION: Consideration is given to the roles of male and female teachers, how their classroom actions may set the basis for future success (or failure) of their pupils, and the needs of pupils with regard to teacher support within developing and developed countries(AU)

Student perceptions of a good teacher: the gender perspective.

BACKGROUND: A large-scale survey of pupils' perceptions of a good teacher in the Caribbean republic of Trinidad and Tobago is reported. An essay-based, interpretative mode of research was used to elicit and identify constructs used by boys and girls. AIMS: The study explores similarities and differences between boys and girls in their perceptions of a good teacher, in a society where girls achieve superior academic performance (than boys). SAMPLE: A total of 1756 pupils and students aged between 8 and 16 provided the sample, which was proportional, stratified, clustered. Within these constraints classrooms were randomly selected to be representative of primary and secondary schools across the two islands. METHOD: Altogether 1539 essays and 217 interviews were content analysed, coded for age development and compared between boys and girls. Content items identified by the pupils were logically grouped into: physical and personal characteristics of the teacher, quality of the relationship between the teacher and pupil, control of behaviour by the teacher, descriptions of the teaching process, and educational and other outcomes obtained by pupils due to teacher efforts. RESULTS: Female pupils identified more good teacher concepts at all age levels than males. There was some commonality between the sexes in concepts regarding interpersonal relationships and inclusiveness in the good teachers' teaching practices and boys showed significantly greater concerns regarding teacher control and use of punishment. Males as young as 8 years stated that good teachers should be sensitive to their needs. Only among the 16-year-old males were males noted as good teachers. CONCLUSION: Consideration is given to the roles of male and female teachers, how their classroom actions may set the basis for future success (or failure) of their pupils, and the needs of pupils with regard to teacher support within developing and developed countries.

Pupils' perceptions of a good teacher: a developmental perspective from Trinidad and Tobago.

The study reports on a large-scale survey of pupils' perceptions of a good teacher in the Caribbean republic of Trinidad and Tobago. An essay-based, interpretive mode of research was used to elicit and identify constructs used by pupils between ages 7 and 17. The sample was a proportional, stratified, clustered, yet randomly selected representation of primary and secondary schools across the two islands. 1633 essays were content analysed and coded for age developmental comparison. Factor analysis showed no consistent underlying groupings of the 166 conceptual items by age, thus analysis was undertaken within logically constructed sets of items that are described: physical and personal characteristics of the teacher, quality of the relationship between teacher and pupil, control of behaviour by teacher, descriptions of the teaching process, and expected educational and other outcomes obtained by pupils due to teacher efforts. Results showed a general increase in number of conceptual items (and words per essay) by age, but this confuses four further criteria of item used. The four criteria were: age constancy, characteristics of younger pupils, characteristics of 11-13 year-olds, and characteristics of the oldest pupils. All ages perceived good teachers by physical presentation (clothing and appearance), teachers' care for pupils, descriptive teaching actions, and trustworthiness. Younger pupils focused on appearance, subjects taught, and assertion of physical punishment. Mid-aged pupils focused on the range of classroom control used by teachers (including distributive and retributive punishments), actions involved in the teaching process, and a growing awareness of the individual needs of pupils. Oldest pupils understood that good teachers must be well trained and highly motivated, should be sensitive and responsive to the needs of pupils, draw the pupils into the learning process, and have a major responsibility in preparing the pupil for the world of work and further education. Important aspects of the study show the link between pupils' conceptual reality and classroom environment, that pupils are very concerned about the relationship between themselves and teachers, and that the curriculum dominated approach to teaching does not meet pupil expectations.

Pupils' perceptions of a good teacher: a developmental perspective from Trinidad and Tobago

The study reports on a large-scale survey of pupils' perceptions of a good teacher in the Caribbean republic of Trinidad and Tobago. An essay-based interpretive mode of research was used to elicit and identify constructions used by pupils between ages 7 and 17. The sample was a proportional stratified, clustered, yet randomly selected representation of primary and secondary schools across the two islands. 1633 essays were content analysed and coded for age developmental comparison. Factor analysis showed no consistent underlying grouping of the 166 conceptual items by age, thus analysis was undertaken within logically constructed sets of items that are described: physical and personal characteristics of the teacher, quality of the relationship between teacher and pupil, control of behaviour by teacher, descriptions of the teaching process, and expected educational and other outcomes obtained by pupils due to teacher efforts. Results showed a general increase in number of conceptual items (and words per essay) by age but this confuses four further criteria of item used. The four criteria were: age constancy, characteristics of younger pupils, characteristics of 11-13 year olds, and characteristics of the oldest pupils. All ages perceived teachers by physical presentation (clothing and appearance), teachers' care for pupils, descriptive teaching actions, and trustworthiness. Younger pupils focused on appearance, subjects taught, and assertion of physical punishment. Mid-aged pupils focused on the range of classroom control used by the teachers (including distributive and retributive punishment), actions involved in the teaching process, and a growing awareness of the individual needs of the pupils. Oldest pupils understood that good teachers must be well trained and highly motivated, should be sensitive and responsive to the needs of pupils, draw the pupils into the learning process, and have a major responsibility in preparing the pupil for the world of work and further education. Important aspects of the study shows the link between the pupils' conceptual reality and classroom environment, that pupils are concerned about the relationship between themselves and teachers, and that the curriculum dominated approach to teaching does not meet pupil expectations.