出版 (2016)

• Editors    Peter Blatchford, Kam Wing Chan, Maurice Galton, Kwok Chan Lai, John Chi Kin Lee
• PUBLISHER    Routledge
• PUBLICATION DATE    2016.04
• PAGE    292

Much debate, research and commentary about class sizes in schools is limited because of an exclusive concern with class size and pupil academic attainment, and a neglect of classroom processes, which might help explain class size effects (or lack of them). Very little is known about perhaps the central question: how can teachers make the most of class size changes? Much of the commentary on class size effects has focused on Western and English speaking countries but there are promising developments elsewhere, particularly the 'Small Class Teaching' initiatives in East Asia in the past decade, which have brought new knowledge and practical wisdom to the class size debate.

This book seeks to move toward a clearer view of what we know and do not know about class size effects, and identify future steps in terms of policy and research. There is a huge and exciting potential for international collaboration on knowledge concerning class size effects which can help with research informed policy. The book aims to draw out Eastern and Western international contexts which underpin any understanding of the role of class size in school learning.

The book has chapters by known authorities on class size effects who have been asked to contribute to four main sections:

Socio-cultural and political contexts to the class size debate in the East and West;
Research evidence on class size;
Class size and classroom processes likely to be related to class size changes;
Professional development for small class teaching in East Asia

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• Editors    高宝玉、赖明珠、岑巧晶、陈俊亮
• PUBLISHER    香港教育学院课堂学习研究中心
• PUBLICATION DATE    2016.03
• PRICE    0
• PAGE    96

本计划旨在支援学校于数学教学善用促进学习的评估 (Assessment for Learning)，并培训数学教师设计有效的评估工具，以找出学生的学习难点，并设计切合学习需要的数学课堂教学。本书整理了 4 个案例的课堂实录、教案、前后测卷及学生访谈，期望能够把一些如何处理学生学习数学的难点，为教师提供实证性的參考，最终把「评估促进学习」的理念推广。