Class size and pedagogy

Abstract

This paper examines and compares the perceptions of teachers of large and small infant classes in the north of England regarding the likely impact on classroom practice of changes in their current class size. Following an introduction which contextualises the empirical study, details of the research design are summarised. The findings are analysed in relation to the impact of class size on the quality of teaching and learning in the classroom. The number of pupils in the class affects both the quality and the kind of teaching methods used and current size of class does not usually influence the pattern of responses. The conclusion considers the findings in the light of recent research on classroom processes in early years' classrooms.