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

Models in the Cloud: Exploring Next Generation Environmental Software Systems

There is growing interest in the application of the latest trends in computing and data science methods to improve environmental science. However we found the penetration of best practice from computing domains such as software engineering and cloud computing into supporting every day environmental science to be poor. We take from this work a real need to re-evaluate the complexity of software tools and bring these to the right level of abstraction for environmental scientists to be able to leverage the latest developments in computing. In the Models in the Cloud project, we look at the role of model driven engineering, software frameworks and cloud computing in achieving this abstraction. As a case study we deployed a complex weather model to the cloud and developed a collaborative notebook interface for orchestrating the deployment and analysis of results. We navigate relatively poor support for complex high performance computing in the cloud to develop abstractions from complexity in cloud deployment and model configuration. We found great potential in cloud computing to transform science by enabling models to leverage elastic, flexible computing infrastructure and support new ways to deliver collaborative and open science

Aurora Volume 21

College formerly located at Olivet, Illinois and known as Olivet University, 1912-1923; Olivet College, 1923-1939, Olivet Nazarene College, 1940-1986, Olivet Nazarene University, 1986-https://digitalcommons.olivet.edu/arch_yrbks/1087/thumbnail.jp

Aurora Volume 21

College formerly located at Olivet, Illinois and known as Olivet University, 1912-1923; Olivet College, 1923-1939, Olivet Nazarene College, 1940-1986, Olivet Nazarene University, 1986-https://digitalcommons.olivet.edu/arch_yrbks/1087/thumbnail.jp

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

The 'heROIC' Trial: Does the use of a Robotic rehabilitation trainer change Quality Of Life, range of movement and function In children with Cerebral Palsy?

Background: Children with severe cerebral palsy (CP) (GMFCS IV/V) can find it difficult to access equipment that allows them to exercise effectively, potentially impacting their quality of life. Physiotherapists working within special schools are well placed to facilitate increased physical activity as part of the school day. This study explored whether the Innowalk Pro, a robotic rehabilitation trainer, could influence quality of life (measured by the CPCHILD questionnaire), in children with CP, alongside, joint range of movement, spasticity and functional goals of the lower limbs, measured by goniometry, modified Tardieu scale and goal attainment scoring, GAS, respectively. Methods: A prospective single-arm, pre–post trial was undertaken. The Innowalk Pro was used four times a week for 30 min alongside usual physiotherapy care in a school setting over a 6-week period. Outcomes were evaluated immediately pre/post intervention and at 6 weeks and 3 months post intervention. Analysis also explored differences between primary and secondary age participants. Results: Twenty-seven participants aged 5–18 years with a diagnosis of CP GMFCS IV/V (10 female, 17 male, mean age 12 years) were included from a convenience sample in a special school. Quality of life improved in 36% of participants, the majority of these being secondary aged. Knee extension reduced significantly 3 months post intervention. There were no meaningful changes in spasticity. GAS goals improved in 88% of participants after using the Innowalk Pro. GAS goals tended to decline after a break from using the equipment, with 21% declining by two or more units at 3 months post intervention. Conclusion: A 6-week course of the Innowalk Pro can improve quality of life and functional goals for children with CP aged 5–18 years. After a break of 6–12 weeks, functional goals tend to return to baseline. Further research is needed to explore different prescriptions of the Innowalk Pro, to see if increasing the time used/increasing the frequency or number of weeks it is used for can provide longer lasting benefits