Are Class Size Differences Related to Pupils' Educational Progress and Classroom Processes? Findings from the Institute of Education Class Size Study of Children Aged 5-7 Years

Despite evidence from the USA that children in small classes of less than 20 do better academically there is still a vociferous debate about the effects of class size differences in schools, and considerable gaps in our understanding of the effects of class size differences. This article summarises results from the most complete UK analysis to date of the educational consequences of class size differences. The study had two aims: first, to establish whether class size differences affect pupils' academic achievement; and second, to study connections between class size and classroom processes, which might explain any differences found. The study had a number of features that were designed to be an improvement on previous research. It used an 'observational' approach, rather than an interventionist one, in order to capture the nature of the relationship between class size and achievement across the full range of observed classes, and it employed a longitudinal design with baseline assessment to adjust for possible non-random selection of children into classes. The study followed a large sample of over 10,000 children from school entry through the infant stage, i.e. children aged 4-7 years. It used multilevel statistical procedures to model effects of class size differences while controlling for sources of variation that might affect the relationship with academic achievement, and a multimethod research approach, integrating teachers' judgements and experiences with case studies, and also carefully designed time allocation estimates and systematic observation data. Results showed that there was a clear effect of class size differences on children's academic attainment over the (first) Reception year. In the case of literacy, the lowest attainers on entry to school benefited most from small classes, particularly below 25. Connections between class size and classroom processes were examined and a summary model of relationships presented. Effects were multiple, not singular; in largeclasses there are more large groups and this presented teachers with more difficulties, in smaller classes there was more individual teacher contact with pupils and more support for learning, and in larger classes there was more pupil inattentiveness and off-task behaviour. Results support a contextual approach to classroom learning, within which class size differences have effects on both teachers and pupils. It is concluded that much will depend on how teachers adapt their teaching to different class sizes and that more could be done in teacher training and professional development to address contextual features like size of class

The Effect of Class Size on the Teaching of Pupils Aged 7-11 Years

There is still little consensus on whether and how teaching is affected by small and large classes, especially in the case of students in the later primary years. This study investigated effects of class size on teaching of pupils aged 7-11 years. We used a multi-method approach, integrating qualitative information from teachers’ end-of-year accounts and data from case studies with quantitative information from systematic observations. Results showed that there was more individual attention in smaller classes, a more active role for pupils and beneficial effects on the quality of teaching. It is suggested that teachers, in both large and small classes, need to develop strategies for more individual attention but to also recognize the benefits of other forms of learning, e.g., group work

Deployment and impact of support staff in schools : characteristics, working conditions and job satisfaction of support staff in schools (strand 1, waves 1-3 in 2004, 2006 and 2008)

This study was designed to obtain up to date and reliable data on the deployment and characteristics of support staff and the impact of support staff on pupil outcomes and teacher workloads. The study covered schools in England and Wales. It involved large scale surveys (Strand 1), followed by a multi method and multi informant approach (Strand 2).It provided detailed baseline data by which to assess change and progress over time. It sought to understand the processes in schools which lead to the effective use of support staff. This report presents results from the three waves of Strand 1 which took place in 2004, 2006 and 2008. At each wave there were three questionnaires: the Main School Questionnaire (MSQ), the Support Staff Questionnaire (SSQ) and the Teacher Questionnaire (TQ). The DISS project was funded by the Department for Children, Schools and Families (DCSF) and Welsh Assembly Government

Deployment and Impact of Support Staff in Schools : The Impact of Support Staff in Schools (Results from Strand 2, Wave 2)

This study was designed to obtain up to date and reliable data on the deployment and characteristics of support staff and the impact of support staff on pupil outcomes and teacher workloads. The study covered schools in England and Wales. It involved large scale surveys (Strand 1), followed by a multi-method and multi informant approach (Strand 2). It provided detailed baseline data by which to assess change and progress over time. It sought to understand the processes in schools which lead to the effective use of support staff. The DISS project was funded by the Department for Children, Schools and Families (DCSF) and Welsh Assembly Government (WAG)

Consumption of kiwifruit capsules increases Faecalibacterium prausnitzii abundance in functionally constipated individuals: a randomised controlled human trial

This study investigated the impact of ACTAZIN™ green (2400 and 600 mg) and Livaux™ (2400 mg) gold kiwifruit supplements on faecal microbial composition and metabolites in healthy and functionally constipated (FC) participants. The participants were recruited into the healthy group (n 20; one of whom did not complete the study) and the FC group (n 9), each of whom consumed all the treatments and a placebo (isomalt) for 4 weeks in a randomised cross-over design interspersed with 2-week washout periods. Modification of faecal microbiota composition and metabolism was determined by 16S rRNA gene sequencing and GC, and colonic pH was calculated using SmartPill® wireless motility capsules. A total of thirty-two taxa were measured at greater than 1 % abundance in at least one sample, ten of which differed significantly between the baseline healthy and FC groups. Specifically, Bacteroidales and Roseburia spp. were significantly more abundant (P < 0·05) in the healthy group and taxa including Ruminococcaceae, Dorea spp. and Akkermansia spp. were significantly more abundant (P < 0·05) in the FC group. In the FC group, Faecalibacterium prausnitzii abundance significantly increased (P = 0·024) from 3·4 to 7·0 % following Livaux™ supplementation, with eight of the nine participants showing a net increase. Lower proportions of F. prausnitzii are often associated with gastrointestinal disorders. The discovery that Livaux™ supplementation increased F. prausnitzii abundance offers a potential strategy for improving gut microbiota composition, as F. prausnitzii is a butyrate producer and has also been shown to exert anti-inflammatory effects in many studies

A Randomized Phase II Trial of Pioglitazone for Lung Cancer Chemoprevention in High Risk Current and Former Smokers

Lung cancer chemoprevention, especially in high-risk former smokers, has great potential to reduce lung cancer incidence and mortality. Thiazolidinediones prevent lung cancer in preclinical studies, and diabetics receiving thiazolidinediones have lower lung cancer rates which led to our double-blind, randomized, phase II placebo-controlled trial of oral pioglitazone in high risk current or former smokers with sputum cytologic atypia or known endobronchial dysplasia. Bronchoscopy was performed at study entry and after completing of six months of treatment. Biopsies were histologically scored, and primary endpoint analysis tested worst biopsy scores (Max) between groups; Dysplasia index (DI) and average score (Avg) changes were secondary endpoints. Biopsies also received an inflammation score. The trial accrued 92 subjects (47 pioglitazone, 45 placebo), and 76 completed both bronchoscopies (39 pioglitazone, 37 placebo). Baseline dysplasia was significantly worse for current smokers, and 64% of subjects had mild or greater dysplasia at study entry. Subjects receiving pioglitazone did not exhibit improvement in bronchial dysplasia. Former smokers treated with pioglitazone exhibited a slight improvement in Max, while current smokers exhibited slight worsening. While statistically significant changes in Avg and DI were not observed in the treatment group, former smokers exhibited a slight decrease in both Avg and DI. Negligible Avg and DI changes occurred in current smokers. A trend towards decreased Ki-67 labeling index occurred in former smokers with baseline dysplasia receiving pioglitazone. While pioglitazone did not improve endobronchial histology in this high-risk cohort, specific lesions showed histologic improvement and further study is needed to better characterize responsive dysplasia