Why class size effects cannot stand alone: Insights from a qualitative exploration

Because of the variety of elements in the classroom which influence student behaviour, and the interaction among those elements, isolating predictable effects of any one of them, such as class size, is not possible. This qualitative study illustrates this concept through the description of behaviour...

Full description

Saved in:
Bibliographic Details
Published in:Learning environments research 2011-07, Vol.14 (2), p.109-121
Main Author: Englehart, Joshua M.
Format: Article
Language:English
Subjects:
Class Size
Classroom Environment
Correlation
Education
Educational Technology
Influences
Learning and Instruction
Original Paper
Predictor Variables
Qualitative research
Research Methodology
School environment
Small Classes
Sociology of Education
Student Behavior
Student participation
Teaching Methods
Urban Schools
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by cdi_FETCH-LOGICAL-c251z-d3b68ad1d74f2470a67624b0b1ff43fb9c6a8dee3517083a7b0b2b91a9ab365b3
cites cdi_FETCH-LOGICAL-c251z-d3b68ad1d74f2470a67624b0b1ff43fb9c6a8dee3517083a7b0b2b91a9ab365b3
container_end_page 121
container_issue 2
container_start_page 109
container_title Learning environments research
container_volume 14
creator Englehart, Joshua M.
description Because of the variety of elements in the classroom which influence student behaviour, and the interaction among those elements, isolating predictable effects of any one of them, such as class size, is not possible. This qualitative study illustrates this concept through the description of behavioural influences in the classroom environment which probably confound hypothesised class size effects. These include the teacher, the other students in the class, and the subject matter. Practical implications for teaching practices are discussed.
doi_str_mv 10.1007/s10984-011-9085-z
format article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_890598781</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ940006</ericid><sourcerecordid>2457829381</sourcerecordid><originalsourceid>FETCH-LOGICAL-c251z-d3b68ad1d74f2470a67624b0b1ff43fb9c6a8dee3517083a7b0b2b91a9ab365b3</originalsourceid><addsrcrecordid>eNp1kEFLwzAYhoMoOKc_QPAQvEeTpmkSbzKmTgaCKB5D2iZbR5dsSSeuv96Mip485SPP-34fPABcEnxDMOa3kWApcoQJQRILhvojMCKMU0QEY8dppoKj9CFPwVmMK4xTHPMReP1Y7mHV6hhhbHoDjbWm6iKstHO-g7HTroa69c7cwZmLzWKZoA1-DTXc7nTbdLprPlPva9P6kGbvzsGJ1W00Fz_vGLw_TN8mT2j-8jib3M9RlTHSo5qWhdA1qXlus5xjXfAiy0tcEmtzaktZFVrUxlBGOBZU84SyUhItdUkLVtIxuB72boLf7kzs1MrvgksnlZCYScEFSSEyhKrgYwzGqk1o1jrsFcHqYE4N5lQypw7mVJ86V0PHhKb6zU-fZZ60FQlnA44JuYUJf3f_3_kN3u17gA</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>890598781</pqid></control><display><type>article</type><title>Why class size effects cannot stand alone: Insights from a qualitative exploration</title><source>Social Science Premium Collection</source><source>Springer Link</source><source>ERIC</source><source>Education Collection</source><creator>Englehart, Joshua M.</creator><creatorcontrib>Englehart, Joshua M.</creatorcontrib><description>Because of the variety of elements in the classroom which influence student behaviour, and the interaction among those elements, isolating predictable effects of any one of them, such as class size, is not possible. This qualitative study illustrates this concept through the description of behavioural influences in the classroom environment which probably confound hypothesised class size effects. These include the teacher, the other students in the class, and the subject matter. Practical implications for teaching practices are discussed.</description><identifier>ISSN: 1387-1579</identifier><identifier>EISSN: 1573-1855</identifier><identifier>DOI: 10.1007/s10984-011-9085-z</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Class Size ; Classroom Environment ; Correlation ; Education ; Educational Technology ; Influences ; Learning and Instruction ; Original Paper ; Predictor Variables ; Qualitative research ; Research Methodology ; School environment ; Small Classes ; Sociology of Education ; Student Behavior ; Student participation ; Teaching Methods ; Urban Schools</subject><ispartof>Learning environments research, 2011-07, Vol.14 (2), p.109-121</ispartof><rights>Springer Science+Business Media B.V. 2011</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c251z-d3b68ad1d74f2470a67624b0b1ff43fb9c6a8dee3517083a7b0b2b91a9ab365b3</citedby><cites>FETCH-LOGICAL-c251z-d3b68ad1d74f2470a67624b0b1ff43fb9c6a8dee3517083a7b0b2b91a9ab365b3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/890598781/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/890598781?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,780,784,21378,21394,27924,27925,33611,33877,43733,43880,74221,74397</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ940006$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Englehart, Joshua M.</creatorcontrib><title>Why class size effects cannot stand alone: Insights from a qualitative exploration</title><title>Learning environments research</title><addtitle>Learning Environ Res</addtitle><description>Because of the variety of elements in the classroom which influence student behaviour, and the interaction among those elements, isolating predictable effects of any one of them, such as class size, is not possible. This qualitative study illustrates this concept through the description of behavioural influences in the classroom environment which probably confound hypothesised class size effects. These include the teacher, the other students in the class, and the subject matter. Practical implications for teaching practices are discussed.</description><subject>Class Size</subject><subject>Classroom Environment</subject><subject>Correlation</subject><subject>Education</subject><subject>Educational Technology</subject><subject>Influences</subject><subject>Learning and Instruction</subject><subject>Original Paper</subject><subject>Predictor Variables</subject><subject>Qualitative research</subject><subject>Research Methodology</subject><subject>School environment</subject><subject>Small Classes</subject><subject>Sociology of Education</subject><subject>Student Behavior</subject><subject>Student participation</subject><subject>Teaching Methods</subject><subject>Urban Schools</subject><issn>1387-1579</issn><issn>1573-1855</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>M0P</sourceid><recordid>eNp1kEFLwzAYhoMoOKc_QPAQvEeTpmkSbzKmTgaCKB5D2iZbR5dsSSeuv96Mip485SPP-34fPABcEnxDMOa3kWApcoQJQRILhvojMCKMU0QEY8dppoKj9CFPwVmMK4xTHPMReP1Y7mHV6hhhbHoDjbWm6iKstHO-g7HTroa69c7cwZmLzWKZoA1-DTXc7nTbdLprPlPva9P6kGbvzsGJ1W00Fz_vGLw_TN8mT2j-8jib3M9RlTHSo5qWhdA1qXlus5xjXfAiy0tcEmtzaktZFVrUxlBGOBZU84SyUhItdUkLVtIxuB72boLf7kzs1MrvgksnlZCYScEFSSEyhKrgYwzGqk1o1jrsFcHqYE4N5lQypw7mVJ86V0PHhKb6zU-fZZ60FQlnA44JuYUJf3f_3_kN3u17gA</recordid><startdate>201107</startdate><enddate>201107</enddate><creator>Englehart, Joshua M.</creator><general>Springer Netherlands</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>M0P</scope><scope>M2M</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope></search><sort><creationdate>201107</creationdate><title>Why class size effects cannot stand alone: Insights from a qualitative exploration</title><author>Englehart, Joshua M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c251z-d3b68ad1d74f2470a67624b0b1ff43fb9c6a8dee3517083a7b0b2b91a9ab365b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2011</creationdate><topic>Class Size</topic><topic>Classroom Environment</topic><topic>Correlation</topic><topic>Education</topic><topic>Educational Technology</topic><topic>Influences</topic><topic>Learning and Instruction</topic><topic>Original Paper</topic><topic>Predictor Variables</topic><topic>Qualitative research</topic><topic>Research Methodology</topic><topic>School environment</topic><topic>Small Classes</topic><topic>Sociology of Education</topic><topic>Student Behavior</topic><topic>Student participation</topic><topic>Teaching Methods</topic><topic>Urban Schools</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Englehart, Joshua M.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection【Remote access available】</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>AUTh Library subscriptions: ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Education Database</collection><collection>Psychology Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><jtitle>Learning environments research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Englehart, Joshua M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ940006</ericid><atitle>Why class size effects cannot stand alone: Insights from a qualitative exploration</atitle><jtitle>Learning environments research</jtitle><stitle>Learning Environ Res</stitle><date>2011-07</date><risdate>2011</risdate><volume>14</volume><issue>2</issue><spage>109</spage><epage>121</epage><pages>109-121</pages><issn>1387-1579</issn><eissn>1573-1855</eissn><abstract>Because of the variety of elements in the classroom which influence student behaviour, and the interaction among those elements, isolating predictable effects of any one of them, such as class size, is not possible. This qualitative study illustrates this concept through the description of behavioural influences in the classroom environment which probably confound hypothesised class size effects. These include the teacher, the other students in the class, and the subject matter. Practical implications for teaching practices are discussed.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><doi>10.1007/s10984-011-9085-z</doi><tpages>13</tpages></addata></record>
fulltext fulltext
identifier ISSN: 1387-1579
ispartof Learning environments research, 2011-07, Vol.14 (2), p.109-121
issn 1387-1579
1573-1855
language eng
recordid cdi_proquest_journals_890598781
source Social Science Premium Collection; Springer Link; ERIC; Education Collection
subjects Class Size
Classroom Environment
Correlation
Education
Educational Technology
Influences
Learning and Instruction
Original Paper
Predictor Variables
Qualitative research
Research Methodology
School environment
Small Classes
Sociology of Education
Student Behavior
Student participation
Teaching Methods
Urban Schools
title Why class size effects cannot stand alone: Insights from a qualitative exploration
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-04T08%3A41%3A03IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Why%20class%20size%20effects%20cannot%20stand%20alone:%20Insights%20from%20a%20qualitative%20exploration&rft.jtitle=Learning%20environments%20research&rft.au=Englehart,%20Joshua%20M.&rft.date=2011-07&rft.volume=14&rft.issue=2&rft.spage=109&rft.epage=121&rft.pages=109-121&rft.issn=1387-1579&rft.eissn=1573-1855&rft_id=info:doi/10.1007/s10984-011-9085-z&rft_dat=%3Cproquest_cross%3E2457829381%3C/proquest_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c251z-d3b68ad1d74f2470a67624b0b1ff43fb9c6a8dee3517083a7b0b2b91a9ab365b3%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=890598781&rft_id=info:pmid/&rft_ericid=EJ940006&rfr_iscdi=true