Search results for author:"Peter Blatchford"
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Effects of class size and adaptive teaching competency on classroom processes and academic outcome
Christian Brühwiler; Peter Blatchford
Learning and Instruction Vol. 21, No. 1 (February 2011) pp. 95–108
In many studies of class size effects, teacher characteristics are missing, even though many argue it is not class size that is important but teacher quality. In the present study teachers' effectiveness on the learning progress was assessed while...
Language: English
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Changes in grouping practices over primary and secondary school
Ed Baines; Peter Blatchford; Peter Kutnick
International Journal of Educational Research Vol. 39, No. 1 (2003) pp. 9–34
The research detailed in this paper provides a systematic description and analysis of classroom grouping practices in primary and secondary schools in England. Practices are compared to main findings in developmental and educational literature with...
Language: English
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Research on class size effects: a critique of methods and a way forward
Peter Blatchford; Harvey Goldstein; Peter Mortimore
International Journal of Educational Research Vol. 29, No. 8 pp. 691–710
Research findings on class size differences need to be examined carefully because of their far reaching pedagogical and resource implications. An examination of research on the possible causal effect of class size differences on pupil progress, and...
Language: English
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Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons
Julie Radford; Peter Blatchford; Rob Webster
Learning and Instruction Vol. 21, No. 5 (October 2011) pp. 625–635
Support for children with special educational needs in inclusive classrooms is increasingly provided by teaching assistants (TAs). They often have a direct pedagogical role, taking responsibility for instruction in mathematics. The quality of TAs’...
Language: English
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Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools
Peter Blatchford; Paul Bassett; Penelope Brown
Learning and Instruction Vol. 21, No. 6 (December 2011) pp. 715–730
It is widely recognized that we need to know more about effects of class size on classroom interactions and pupil behavior. This paper extends research by comparing effects on pupil classroom engagement and teacher–pupil interaction, and examining...
Language: English
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Toward a social pedagogy of classroom group work
Peter Blatchford; Peter Kutnick; Ed Baines; Maurice Galton
International Journal of Educational Research Vol. 39, No. 1 (2003) pp. 153–172
In any classroom, pupils will be drawn together for many purposes and we can refer to such within classroom contexts as ‘groupings’. The teacher often creates these, and the way that they are set up, and how they are used for particular learning...
Language: English
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Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs
Julie Radford; Paula Bosanquet; Rob Webster; Peter Blatchford
Learning and Instruction Vol. 36, No. 1 (April 2015) pp. 1–10
Support for children with special educational needs (SEN) in inclusive classrooms, in many countries, continues to be provided by teaching assistants (TAs). Whilst they frequently take responsibility for instruction, they are rarely adequately...
Language: English
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Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants
Julie Radford; Paula Bosanquet; Rob Webster; Peter Blatchford; Christine Rubie-Davies
International Journal of Educational Research Vol. 63, No. 1 (2014) pp. 116–126
Teaching assistants currently play a key pedagogical role in supporting learners with special educational needs. Their practice is primarily oral, involving verbal differentiation of teacher talk or printed materials. In order to help students think ...
Language: English