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

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dc.contributor.authorWILSON, Valerie
dc.date.accessioned2026-02-17T12:14:14Z
dc.date.available2026-02-17T12:14:14Z
dc.date.issued2006
dc.descriptionThe Scottish Executive Education Department (SEED) commissioned the Scottish Council for Research in Education (SCRE) to review the literature on the effects of class size on teaching practices and pupils’ attainment, attitudes and behaviour. The original review was conducted between September and November 2001. It included UK and international literature, mainly from the USA, published between 1980 and 2000. In 2006, the review was updated to include research published between 2001 and 2006. Evidence from reviews, correlational studies, meta-analyses, experimental and multi-method studies is presented here. A significant study of the effect of class size in primary schools in England is included, but no relevant Scottish studies emerged.
dc.description.abstract■ Introduction ■ Nature of the Evidence ■ Class Size and Pupil Attainment ■ Class Size and Teaching Practices ■ Class Size and Pupil Behaviour and Motivation ■ Educational systems and costs ■ Conclusions
dc.identifier.isbn1 86003 094 7
dc.identifier.urihttps://nigeriareposit.nln.gov.ng/handle/20.500.14186/2449
dc.language.isoen
dc.publisherGlasgow, Scotland: University of Glasgow, SCRE Centre
dc.titleDoes 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
dc.typeBook
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