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The paradox of reducing class size and improving learning outcomes |
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| Institution: | 1. Norwegian Reading Centre, Nasjonalt Senter for leseopplæring og leseforsking, University of Stavanger, 4036 Stavanger, Norway;2. UiS Business School, Handelshøyskolen ved Universitetet i Stavanger, University of Stavanger, 4036 Stavanger, Norway;1. Institute of Education, Tsinghua University, China;2. Faculty of Education, University of Hong Kong, Hong Kong, China;1. Graduate School of Media and Governance, Keio University, 5322 Endo,Fujisawa-shi, Kanagawa 252-0882, Japan;2. Faculty of Economics, University of Tokyo, Hongo 7-3-1, Bunkyo-ku, Tokyo 113-0033, Japan |
| Abstract: | This paper addresses four questions: What are the effects of reducing class size? How important are these effects? How can we explain these effects? and How can we improve the outcomes when class sizes are reduced? A major aim is to provide directions for resolving the paradox as to “Why reducing class size has not led to major improvements in student learning?” and the conclusion is that class size reductions can lead to worthwhile increases provided certain conditions are met. |
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