The debate over whether class size matters for teaching and learning is one of the most enduring, and aggressive, in education research. Teachers often insist that small classes benefit their work. But many experts argue that evidence from research shows class size has little impact on pupil outcomes, so does not matter, and this dominant view has informed policymaking internationally. Here, the lead researchers on the world’s biggest study into class size effects present a counter-argument. Through detailed analysis of the complex relations involved in the classroom they reveal the mechanisms that support teachers’ experience, and conclude that class size matters very much indeed. Drawing on 20 years of systematic classroom observations, surveys of practitioners, detailed case studies and extensive reviews of research, Peter Blatchford and Anthony Russell contend that common ways of researching the impact of class size are limited and sometimes misguided. While class size may have no direct effect on pupil outcomes, it has, they say, significant force through interconnections with classroom processes. In describing these connections, the book opens up the everyday world of the classroom and shows that the influence of class size is everywhere. It impacts on teaching, grouping practices and classroom management, the quality of peer relations, tasks given to pupils, and on the time teachers have for marking, assessments and understanding the strengths and challenges for individual pupils. From their analysis, the authors develop a new social pedagogical model of how class size influences work, and identify policy conclusions and implications for teachers and schools.

Edited by leading British sociologists of stratification, this book advances contemporary debates in class analysis. It draws on current theoretical debates in sociology and considers the implications of the cultural turn for the study of class. It brings together the very latest empirical work on contemporary topics such as culture, identities and lifestyles undertaken by researchers from Britain, Germany, the Netherlands and Australia. It will be required reading for those committed to pushing the boundaries of class and stratification in new and exciting directions around the world.

Statistical Rethinking: A Bayesian Course with Examples in R and Stan builds readers’ knowledge of and confidence in statistical modeling. Reflecting the need for even minor programming in today’s model-based statistics, the book pushes readers to perform step-by-step calculations that are usually automated. This unique computational approach ensures that readers understand enough of the details to make reasonable choices and interpretations in their own modeling work. The text presents generalized linear multilevel models from a Bayesian perspective, relying on a simple logical interpretation of Bayesian probability and maximum entropy. It covers from the basics of regression to multilevel models. The author also discusses measurement error, missing data, and Gaussian process models for spatial and network autocorrelation. By using complete R code examples throughout, this book provides a practical foundation for performing statistical inference. Designed for both PhD students and seasoned professionals in the natural and social sciences, it prepares them for more advanced or specialized statistical modeling. Web Resource The book is accompanied by an R package (rethinking) that is available on the author’s website and GitHub. The two core functions (map and map2stan) of this package allow a variety of statistical models to be constructed from standard model formulas.

Oftentimes, critical examinations of oppression solely focus on one type and neglect others. In this single volume, Pierre Orelus examines the way various forms of oppression, such as racism, classism, capitalism, sexism, and linguicism (linguistic discrimination) operate and limit the life chances people, across various race, class, language, and gender lines, have. Utilizing dialogue as a form of inquiry, Pierre Orelus conducts in-depth interviews carried over the course of two years with committed social justice educators and intellectuals from different fields and foci to examine the way and the extent to which these forms of oppression have profoundly affected the subjectivity and material conditions of women, poor working-class people, queer people, students of color, female faculty and faculty of color. This book presents a novel and critical perspective on race, social class, gender, and language issues echoed through authentic, collective, and dissident voices of these educators and intellectuals.

Teaching is a lifelong challenge, but the first few years in the classroom are typically a teacher's hardest. This expanded collection of writings and reflections offers practical guidance on how to navigate the school system, form rewarding relationships with colleagues, and connect in meaningful ways with students and families from all cultures and backgrounds.

Dipesh Chakrabarty combines a history of the jute-mill workers of Calcutta with a fresh look at labor history in Marxist scholarship. Opposing a reductionist view of culture and consciousness, he examines the milieu of the jute-mill workers and the way it influenced their capacity for class solidarity and "revolutionary" action from 1890 to 1940. Around and within this empirical core is built his critique of emancipatory narratives and their relationship to such Marxian categories as "capital," "proletariat," or "class consciousness." The book contributes to currently developing theories that connect Marxist historiography, post-structuralist thinking, and the traditions of hermeneutic analysis. Although Chakrabarty deploys Marxian arguments to explain the political practices of the workers he describes, he replaces universalizing Marxist explanations with a sensitive documentary method that stays close to the experience of workers and their European bosses. He finds in their relationship many elements of the landlord/tenant relationship from the rural past: the jute-mill workers of the period were preindividualist in consciousness and thus incapable of participating consistently in modern forms of politics and political organization.

This volume draws together scholars rethinking social scientific and theoretical approaches to a wide range of forms of social difference and inequality. These include race, nationalism, sexuality, professional classes, domestic employment, digital communication, and uneven economic development