A Multi‐method Approach to the Study of School Class Size Differences

This paper describes a multi‐method approach to data collection used in a large‐scale seven‐year longitudinal study of the effect of class size differences on classroom processes. There were five main types of process and the paper concentrates on the results from one of these: teaching interactions with pupils. It was felt that integration of results from quantitative and qualitative methods would help reconcile inconsistencies and limitations in previous research on this topic. Quantitative information was collected from systematic classroom observations and teacher completed time estimates to address relationships between class size and teacher time allocation, and teacher and pupil behaviour in class. But we also wanted a more qualitative assessment of relationships between class size and teaching through the use of methods that captured practitioners’ experiences, and through detailed case studies. Examples of integrated results from these four methods are given, along with some reflections on lessons learned.

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