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英國的研究 (Blatchford et al., 2003)
Over 540 classes and 11,000 pupils Longitudinal study of 3 years: Reception (4-5 years) Year 1 (5-6 years) Year 2 (6-7 years) Children’s attainments on literacy and maths Teacher estimates of groupings and time allocation Systematic classroom observations Teacher experience questionnaire Case studies of 24 classes
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英國的研究 (Blatchford et al., 2003)
班級人數和課堂教與學過程有關 班級人數越多，分組數目及每組人數越多，影響教學成效。 小班環境下，教師更多支持學生學習： 用於教學時間較多 較多注意個別學生，與學生個別接觸較多 班房管理較容易 班級人數對學生的影響： 班級人數越多，學生不留心(off-task)機會越大 學生扮演更主動角色 小班內學生間關係沒有改進
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Social setting of Interactions [Number of observations] (Blatchford 2003)
![Social setting of Interactions [Number of observations] (Blatchford 2003)](http://slidesplayer.com/slide/16662127/96/images/3/Social+setting+of+Interactions+%5BNumber+of+observations%5D+%28Blatchford+2003%29.jpg "Social setting of Interactions [Number of observations] (Blatchford 2003)")
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Pupil-Pupil Interactions [Number of observations] (Blatchford 2003)
![Pupil-Pupil Interactions [Number of observations] (Blatchford 2003)](http://slidesplayer.com/slide/16662127/96/images/4/Pupil-Pupil+Interactions+%5BNumber+of+observations%5D+%28Blatchford+2003%29.jpg "Pupil-Pupil Interactions [Number of observations] (Blatchford 2003)")
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