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    高寶玉、賴明珠、岑巧晶、陳俊亮
• PUBLISHER    香港教育學院課堂學習研究中心
• PUBLICATION DATE    2016.03
• PRICE    0
• PAGE    96

本計劃旨在支援學校於數學教學善用促進學習的評估 (Assessment for Learning)，並培訓數學教師設計有效的評估工具，以找出學生的學習難點，並設計切合學習需要的數學課堂教學。本書整理了 4 個案例的課堂實錄、教案、前後測卷及學生訪談，期望能夠把一些如何處理學生學習數學的難點，為教師提供實證性的參考，最終把「評估促進學習」的理念推廣。