By Jane Whitten
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Additional info for Tropical Wildlife of Indonesia and Southeast Asia
Sample text
Moving from P1 to P3 the magnitude of these differences was reduced. However, when each class was divided into three cohorts (top, middle and bottom groups based on pre-test scores) gains tend to be concentrated in the top third group in regular classes, whereas in the smaller classes they were more evenly distributed suggesting that smaller classes helped teachers cope with diversity. Turning to the observation data as in other studies no appreciable differences were found in general teaching approach.
In smaller classes a smaller proportion of the class is likely to interact with the teacher but these exchanges tended to be longer and often involved pupils reporting on their work. The conclusion to emerge from the research would suggest that in Asian classes, unlike those in the West, it is not sufficient to rely on increased pupil engagement to bring about improvement in performance, since the Hong Kong observation data recorded levels of time on task in the region of 90 per cent in both small and regular classes.
Unlike Blatchford’s categories, however, it broke down task activity in greater detail recording the kinds of questions asked (factual, closed, open, about task directions, about routine behaviour) and the kinds of teacher statements made (facts, ideas, task/routine directions and various kinds of feedback). ). The Pupil Record, like that of Blatchford’s, recorded time on task, disruption (verbal and physical) and also the interactions between pupils when working in groups or pairs. Observers recorded two sequence of teacher behaviour (each of eight minutes) and also a three-minute sequence for each of six pupils (three boys and three girls).