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In a four-year study of the effect of class size on pupil outcomes in a sample of 36 primary schools in Hong Kong, it has been found that there are few positive differences in attainment between classes set at less than 25 pupils and those of normal size averaging 38. Three cohorts of pupils were studied. In Cohort 1 pupils spent 3 years in small classes (from P1 to P3) while in Cohort 2 they spent two years (P1 and P2) before reverting to normal size in P3. Cohort 3 began in normal classes in P1 and continued to do so in the following P2 year. A series of multi-level models have been used to explore the effect on academic performance. Four different analyses are presented. In the first, pupils who spent three years in a normal class were compared with pupils from the same schools who spent two years in a small class before reverting to a normal class in Primary 3. The second analysis compared pupils in their third year of small class teaching with those in the same age group in normal classes. In the third comparison being in a small class for two years was compared with being in a normal class for a similar period. The final comparison was between being in a small class for 3 years and being in a small class for only two years before reverting to a normal class in P3. Overall, the analysis showed no significant, consistent average effect either against sustained small class teaching or for it. However, in some schools remaining in small classes for three years led to a gain in attainment. The corollary to this is that for a similar number of schools there was a negative gain when classes return to normal in the third year of primary school. In all analyses boys tended to perform less well than girls. Motivation towards the study of Chinese, English and mathematics was always positively associated with attainment. (Contains 10 tables.)

This paper describes changes which took place in 37 Hong Kong primary schools where class sizes were reduced from 38 to between 20 and 25. Chinese, English and mathematics classes were observed over three years from Primary 1 (aged 6) to Primary 3. For 75% of observations no child was the focus of the teacher's attention in large classes. Reducing the class size did not change this situation appreciably, although teachers claimed that smaller classes increased the amount of individual attention that pupils received. For some teachers cluster analysis did identify shifts in teaching methods away from whole class instruction and the implications of this finding for when Hong Kong "goes to scale" across the primary phase are discussed. (Contains 7 tables.)

Cluster analysis has been applied to quantitative data in educational research over several decades and has been a feature of the Maurice Galton's research in primary and secondary classrooms. It has offered potentially useful insights for teaching yet its implications for practice are rarely implemented. It has been subject also to negative criticism. Acknowledging cluster analysis to be an exploratory technique, this paper outlines different approaches to cluster analysis and reports examples of cluster analysis applied in a range of published studies. It goes on to pose five research questions about the process of achieving valid clusters which provide meaningful and practicable implications for teaching. These questions are addressed with reference to the analysis of a major quasi-experimental study of science pedagogy in Pakistan. The paper exposes both the perils of misapplied cluster analysis, and the practical value of pursuing a rigorous application process. (Contains 4 tables and 1 figure.)

Theoretical and political perspectives on the nature of professionalism in teaching are abundant, but little is known about the views of teachers themselves. We asked primary and secondary school teachers in England what teacher professionalism means to them. We explored what teachers think about professionalism, on what dimensions their thinking varies, and how much it varies. We researched how successful the government had already been, and how successful it would be in the future, in changing teachers' conceptions of professionalism. Two large-scale national surveys were conducted, with a longitudinal element. We found that teachers' thinking about their professionalism may be construed as consisting of an inner core of strong, shared beliefs and commitments; an intermediate set of coherent but contested components of professionalism; and an outer layer of disparate elements which are generally highly disputed and which remain unintegrated into broader ways of thinking. (Contains 2 notes and 8 tables.)

This article compares the academic performance and classroom behaviour of pupils when taught new concepts or engaged in problem solving in sessions organised either as cooperative group work or whole class, teacher directed instruction. Comparisons of attainment were made in classes of pupils aged 11 to 14 years (Key Stage 3) in English, mathematics and science. Pupils were also observed, mainly during the introductory phase of the topic under investigation, using a specially designed structured observation schedule. The attainment results suggest that a grouping approach is as effective, and in some cases more effective, than when whole class teaching is used. Classroom observation indicated that there were more sustained, higher cognitive level interactions when pupils worked in groups than during whole class discussions. It is argued in conclusion that the group work results could be improved still further if teachers gave more attention to training pupils to work in groups and if more time was given to debriefing after group work. (Contains 5 tables, 4 figures and 2 notes.)

Concerns about the recruitment and retention of teachers have prompted recent studies into the status of teaching in several different countries. This paper analyses the findings of a survey designed to investigate public perceptions of the teaching profession in the UK. It was undertaken as part of a broader DfES-funded longitudinal project that has been using a mixed methodology to explore individual teachers' perceptions of their status, and the status of teaching as viewed by education stakeholders and the general public. Whilst the survey confirmed many previous findings about the way in which teaching is viewed, it also produced some surprises. First, 50% of respondents deemed teaching to be an attractive career, a higher percentage than expected. Second, men, especially older men, were more likely than women to see teaching as an attractive career. Third, the survey found no obvious differences in the comparative status accorded to primary and secondary teachers. This is in sharp contrast to the views of many writers in this field who have argued that traditionally the younger the children taught, the lower the occupational status of their teachers. Overall, the findings suggest a positive change in the public perceptions of teaching particularly amongst the younger age-range. (Contains 2 notes, 8 tables, and 2 figures.)

The attitudes and behaviour of 1040 pupils aged 12-14 years have been measured at the beginning and end of the school year with a battery of attitude, motivation and personality tests in an investigation of the differential effects of group work compared to whole-class learning. A total of 44 secondary teachers of English, mathematics and science and their classes have been studied over a two-year period. While subject attitudes and motivation scores fell significantly during the year, attitudes to group working held steady. Extraversion has been found to have a significant association with a positive approach to group work in English and mathematics. Cluster analysis has been used to identify four broad types of pupils who respond to group work in characteristically different manners. Two of the types show contrasting personality profiles, but display the least positive attitudes to school and classroom work. In 13 of 40 classes, these rather negative pupils made up at least half the class. There is evidence from English that group work in an appropriate task can arrest attainment decline for these pupils. It is argued that a shift from achievement to mastery motivation in schools with a role for cooperative group working could deliver a more effective education for disaffected youth. (Contains 7 tables and 2 figures.)

The conditions that promote best practice in the mentoring of beginning teachers in secondary schools are explored in this paper in relation to the experiential model of learning put forward by Kolb [(1984). "Experiential learning: Experience as the source of learning and development." New York: Prentice-Hall]. The underpinning processes of this learning cycle include the experience, the reflection, the learning that results and (further) experimentation. We present some empirical research from a two-year funded project on "The Professional Development of Subject Induction Tutors" and data derived from questionnaires completed by beginning teachers in three education authorities at the start and end of induction year and from semi-structured interviews with sub-samples of beginning teachers. The questionnaire data allowed us to distinguish three broad teacher "types" in terms of their experiences of induction and the associated mentoring. In relation to these types we explored differences and similarities in the extent to which mentoring functions are distributed in schools, the extent to which different mentoring relationships allow beginning teachers to be empowered in their work, and the particular uses made of review and target setting and the value placed on these processes by beginning teachers and their mentors. Overall we found that best practice for "developmental mentoring" involves elements of challenge and risk-taking within supportive school environments with clear induction systems in place and strong school ethos in relation to professional development.

Concerns the development stages of three attitudes to science and school scales for use with children aged 5-11 years. Reports the base-line performance of the attitude scales with over 800 students. (Contains 50 references.) (Author/YDS)

Surveyed British teachers and principals to determine their views on educational research (which projects had previously influenced them and which topics they would like to see researched in the future). Most respondents had seriously considered research findings. The most common area referenced was aspects of learning. Respondents suggested topics for future research and noted research topics they most valued. (SM)