Publications







Last updated: 24th March 2009


Books

Blatchford, P. (2003) The Class Size Debate: Is Small Better? Maidenhead: Open University Press 182pp.


Chapters in Books

Blatchford, P. (in press) Class size. In Anderman, E.M. and Anderman, L. (Eds.) Psychology of Classroom Learning: an Encyclopedia. Farmington Hills, MI: Thomson Gale

Blatchford, P. (in press) A multi-method approach to the study of school class size differences. In A. E. Bryman (Ed.) Mixed Methods. Sage.

Blatchford, P. and Lai, K. C. (in press) Class size: arguments and evidence. In Barry McGraw, Eva Baker and Penelope P Peterson (Eds.) International Encyclopedia of Education, 3rd Edition. Elsevier.

Blatchford, P., Russell, A., and Brown, P. (2009) Teaching in large and small classes. In L.J. Saha and A.G. Dworkin (Eds). The New International Handbook of Teachers and Teaching. 759-770. Springer.


Journal Papers

Blatchford, P., Bassett, P. and Brown, P. (submitted) Do low attaining and younger students benefit most from small classes? A systematic observation study

Bruhwiler, C. and Blatchford, P. (submitted) Effects of class size and adaptive teaching competency on classroom processes and academic outcome.

Blatchford, P., Bassett, P., Brown, P., and Webster, R. (in press) The effect of support staff on pupil engagement and individual attention. British Educational Research Journal

Blatchford, P., Russell, A., Bassett, P., Brown, P., and Martin, C. (2007) The effect of class size on the teaching of pupils aged 7-11 years. School Effectiveness and Improvement, 18, 2, June , 147-172

Blatchford, P., Russell, A., Bassett, P., Brown, P., and Martin, C. (2007) The role and effects of Teaching Assistants in English Primary Schools (Years 4 to 6) 2000-2003 British Educational Research Journal, 33,1, February 5-26

Blatchford. P., Russell, A., Bassett, P., Brown, P., and Martin, C. (2006) Effects of class size on the teaching of pupils aged 7 to 11 years: implications for classroom management. AERA Annual Meeting, San Francisco.

Russell, A., Blatchford, P., Bassett, P., Brown, P., and Martin, C. (2005) The views of teaching assistants in English Key Stage 2 classes on their role, training and satisfaction . Educational Research, 47, 2, 175-189

Blatchford, P. (2005) A multi-method approach to the study of school class size differences . In Special Issue of International Journal of Social Research Methodology: Theory and Practice, 8,3,195-205 (ISSN 1364-5579) To be reprinted in: Blatchford, P. (in press) A multi-method approach to the study of school class size differences. In A.E.Bryman (Ed.) Mixed Methods. Sage

Blatchford, P., Bassett, P., and Brown, P. (2005) Teachers’ and pupils’ behaviour in large and small classes: a systematic observation study of pupils aged 10/11 years. Journal of Educational Psychology, 97,3, 454-467

Blatchford, P., Russell, A., Bassett, P., Brown, P., and Martin, C. (2004) The effects and role of Teaching Assistants in English Primary schools (Years 4 to 6) 2000-2003. Results from the Class size and Pupil-Adult Ratios (CSPAR) Project. Final Report. (Report 605 ISBN 1 84478 373 1) DfES. (Report can be downloaded by clicking here )

Blatchford, P., Russell, A., Bassett, P., Brown, P., and Martin, C. (2004) The effects and role of Teaching Assistants in English Primary schools (Years 4 to 6) 2000-2003. Result s from the Class size and Pupil-Adult Ratios (CSPAR) Project. Research Brief. Number RBX13-04. (Report can be downloaded by clicking here )

Blatchford, P., Bassett, P., Brown, P., Martin, C., and Russell, A (2004) The effects of class size on attainment and classroom processes in English Primary Schools (Years 4 to 6) 200-2003. Research Brief. DfES (Research Brief Number RB605. ISBN 1 84478 373 1) (Report can be downloaded by clicking here )

Blatchford, P., Russell, A., Bassett, P., Brown, P., and Martin, C. (2004) The effect of class size on teaching over KS2: results from the Class Size and Pupil-Adult Ratios (CSPAR) KS2 Project. Unpublished Technical Report

Blatchford, P. (2003) A systematic observational study of teachers' and pupils' behaviour in large and small classes. Learning and Instruction, 13,6, 569-595

Blatchford, P., Bassett, P., Goldstein, H., and Martin. C. (2003) 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. British Educational Research Journal, 29, 5, 709-730. Special Issue ‘In Praise of Educational Research’, Guest Editors: S. Gorrard, C. Taylor and K. Roberts

Blatchford, P., Edmonds, S., & Martin, C. (2003). Class Size, pupil attentiveness and peer relations. British Journal of Educational Psychology, 73, 15-36.

Blatchford, P., and Catchpole, G. (2003) Class size and classroom processes. In J.P.Keeves. , and R. Watanabe (Eds.)International Handbook of Educational Research in the Asia-Pacific Region. pp741-754. Dordrecht: Kluwer

Blatchford, P., Goldstein, H., Martin, C. & Browne, W. (2002). A study of class size effects in English school reception year classes. British Educational Research Journal. Vol. 28, No. 2, pp. 170-187.

Blatchford, P., Moriarty, V., Edmonds, S., & Martin, C. (2002). Relationships between class size and teaching: a multi-method analysis of English infant schools. American Educational Research Journal. Spring 2002 Vol. 39, No. 1, pp 101-132.

Blatchford, P. (2001). Is small better? Class size, academic progress and classroom processes in children aged 4-7 years. Summary of results from the London Class Size Research Project.

Blatchford, P., Baines, E., Kutnick, P., & Martin, C. (2001). Classroom contexts: connections between class size and within class grouping. British Journal of Educational Psychology, 71, 2, 283-302.

Bosker, R., Blatchford, P., & Meijnen, G.W. (1999). The Forthcoming Class Size Initiative. In R.J. Bosker, B.P.M. Creemers & S. Stringfield (Eds.) Enhancing Educational Excellence, Equity and Efficiency. Evidence from Evaluations of Systems and Schools in Change. Dordrecht/Boston/London: Kluwer Academic Publishers.

Blatchford, P., Goldstein, H. & Mortimore, P. (1998). Research on class size effects: a critique of methods and a way forward.. International Journal of Educational Research, 29, 691-710.

Blatchford, P., & Martin, C. (1998) ‘The Effects of Class Size on Classroom Processes: “It’s a bit like a treadmill - working hard and getting nowhere fast!”. British Journal of Educational Studies, Vol. 46, No. 2, 118-137.

Goldstein, H. & Blatchford, P. (1998). Class size and educational achievement: a review of methodology with particular reference to study design. British Educational Research Journal, 24 3, 255-268.

Blatchford, P. & Mortimore, P. (1997). Does size of class matter? Topic, Issue 17.

Goldstein, H. & Blatchford, P. (1997). Class size and educational achievement: a methodological review. Report commissioned by UNESCO.

Blatchford, P. & Mortimore, P. (1996). The puzzle of class size. OMEP update.

Blatchford, P. & Mortimore, P. (1995). How do we know small classes are better? Parliamentary Brief, May, 45-47.

Mortimore, P. & Blatchford, P. (1995). High time for small talk. Times Educational Supplement, 17th February.

Blatchford, P. & Mortimore, P. (1994). The issue of class size in schools: what can we learn from research? Oxford Review of Education, 20 4, 411-428.

Mortimore, P. & Blatchford, P. (1993). The issue of Class Size. National Commission on Education, Briefing No. 12, March.