Gender and School Achievement in the Caribbean

Teaching/Communication/Extension/Profession,

Classroom contexts: Connections between class size and within class grouping

Background. There has been a vigorous debate for many years about the educational effects of class size differences, but even if differences have an impact on pupils' academic progress this still leaves unanswered important questions about what mediates the effect. Aims. This paper is informed by a classroom contextual perspective, and examines associations between class size and within class groupings (in terms of size and number of groups, adult presence in groups, and type of interaction between grouping members). Age differences in these relationships are also explored. Samples. The quantitative study is based on analysis of 3157 groupings, from 672 Reception, Year 2 and Year 5 classes in 331 schools. The qualitative study was based on 12 classes in 8 case study schools, and questionnaire responses completed by over 100 class teachers. Methods. Links between size of class and within class groupings were examined on the basis of a 'grouping mapping survey', in which teachers at a given time in the school day provided information on group size and number, adult presence, and type of interaction between pupils, and complementary qualitative analyses of data from teacher-completed questionnaires, and interviews. Results. The number of groups in a class increased with the size of the class. Over all three year groups, small classes had on average just over three groups, while large classes approached six groups. The size of groups in the class decreased with size of class. In class sizes over 25, pupils were more likely to be in a large group of 7-10, while in classes under 25 they were more likely to be in whole class groupings. Qualitative analyses showed that teachers felt that groups of 7-10 pupils had negative educational effects, for example, in terms of the quality and quantity of teaching and children's concentration and contribution in groups. Conclusions. Results suggest that the effects of class size can be best seen as through the size and number of groups, which will then have implications for learning experiences. So while debate about size of class has often been in terms of reduced size of class resulting in pupil academic gains, it is also important educationally to consider within class grouping size and number, and their effects.link_to_subscribed_fulltex

Toward a social pedagogy of classroom group work

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 purposes. If the relationships between grouping size, interaction type and learning tasks in groups are planned strategically then learning experiences will be more effective. However, research suggests that the relationships between these elements are often unplanned and the 'social pedagogic' potential of classroom learning is therefore unrealised. In this paper we explore the notion of social pedagogy in relation to group work. It is argued that research and theory relevant to group work in classrooms is limited, and that a new approach, sensitive to group work under everyday classroom conditions is required. This paper identifies key features of a social pedagogy of classroom group work, which can inform effective group work in classrooms. It also describes the background to a current large scale UK project which has been set up to design with teachers a programme of high quality group work in classrooms at both primary and secondary phases. © 2003 Elsevier Ltd. All rights reserved.link_to_subscribed_fulltex

Engineering education opportunities, perceptions and career choice of secondary school students in Hong Kong SAR, China

Session Title: Engineering Education and Comparative Studies at Universities throughout Asia, Far East: AC 2012-5321This paper presents an investigation into engineering education opportunities and engagement among secondary school students in Hong Kong SAR, China (HK). We adapted and validated an international questionnaire and executed it in HK secondary schools. The questionnaire is designed to identify pedagogy, students' perception, and experience (formal and informal) of engineering education, and measure their effects on students' career choice in engineering. We investigate how do factors like age, gender, family background (local versus new immigrants), subjects taken at school, and perceptions of the engineering profession affect their career choice in engineering. Identifying factors affecting young people's career choice in engineering is interesting as HK is in an early post-industrial position. Such study can provide an excellent comparative example to contrast between post-industrial societies such as the United States and industrializing societies such as other cities in the mainland China. © 2012 American Society for Engineering Education.postprin

Implementing Effective Group Work for Mathematical Achievement in Primary School Classrooms in Hong Kong

The Hong Kong Education Bureau recommends that primary school pupils’ mathematical achievement be enhanced via collaborative discussions engendered by group work. This pedagogic change may be hindered by Confucian heritage classroom practices and Western-dominated group work approaches that predominate in Hong Kong. To overcome these obstacles, we introduced a relational approach to group work in a quasi-experimental study. Our sample included 20 teachers randomly allocated to experimental (12) and control (8) conditions and their 504 mathematics pupils (aged 9–10). The relational approach focused on the development of peer relationships in a culturally appropriate manner and was implemented over 7 months. Pupils were pre-/post-tested for mathematical achievement and systematically observed, and the teachers were assessed for subject knowledge and pre-/post-tested for pedagogic efficacy. Analysis of covariance (ANCOVA) and hierarchical linear modeling (HLM) results show enhanced mathematical achievement, supported by improved peer-based communication skills and time-on-task for the experimental pupils. Experimental teachers raised their pedagogic efficacy. Results indicate the potential of the relational approach for boosting academic achievement via enhanced child-peer-teacher interaction and the need to reassess the role of peer-based latent collectivist learning in Confucian heritage classrooms.postprin