Over the past three decades the class size debate has been prominent in not only educational discourse but also the subject of public opinion and politics. While much has been debated about the instructional benefits and the financial implications of low teacher to student ratios, little has been written about how teachers teach when they teach smaller classes. Do they continue to use the same teaching strategies employed to teach larger classes or do they use different strategies and if so, what are those teaching strategies and why are they used? This study examined over one thousand teacher responses to this question. The majority of those who said they used different teaching strategies said they used a broad range of strategies to promote the use of high-order thinking skills. Those who did not change their strategies appreciated the benefits of teaching smaller classes and talked about quality teaching rather than limiting their comments to class size. This paper also discusses the implications of the 'class size debate' for professional learning and future research.

You may already have access
Login via your institutional account to check your access
Institutional Login