Inside Classrooms

How Contexts and Relationships Shape Learning and Teaching
1. Auflage 2026
ISBN: 978-1-041-23406-7
Verlag: Taylor & Francis Ltd

Buch, Englisch, 352 Seiten, Format (B × H): 156 mm x 234 mm

This compelling book explores the dynamics of learning in school classrooms, drawing on over 30 years of large-scale educational research. Through extensive, naturalistic, and systematic observations of pupils and teachers, it challenges traditional explanations for learning differences, arguing that factors like motivation, sociological influences, parental involvement and teacher effectiveness are insufficient because they overlook the immediate contextual and interactive processes that directly shape learning outcomes.

The book introduces a new eco-relational approach with three key dimensions. The first focuses on the immediate classroom context, including factors such as the layout, group organisation, and the types of tasks and interactional settings. The second examines the interactions and relationships within the classroom, both between teachers and students and among students themselves. The third dimension explores how these contextual and relational elements align—or fail to align—within the interconnected and dynamic classroom system. Organised into three sections, the book begins with an in-depth review of educational and psychological research and theory to show the importance of context in human development. The second section applies the eco-relational framework to findings from three of the author’s research programmes, covering class size effects, group organisation and group work, and the inclusion of pupils with SEND in mainstream schools. The final section outlines the eco-relational foundation for the SPRinG project, a unique programme designed to support collaborative group work in schools.

Inside Classrooms is an integration of research that offers a new approach to thinking about factors influencing learning. It is meant for academics and researchers but also teachers and school leaders, those involved in initial teacher training and professional development of teachers, policy makers and commentators, teacher representatives, and parents.

Zielgruppe

Academic and Professional Reference

Autoren/Hrsg.

Blatchford, Peter

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

1. Toward an Eco-Relational Approach to Classroom Learning: An Introduction  Section 1. Developing an Eco-Relational Approach to Classroom Learning  2. Toward an Eco-Relational Approach: The Contextual Dimension 3. Toward an Eco-Relational Approach: The Relational Dimension 4. An Eco-Relational Approach to Classroom Learning: A Description  Section 2. Applying the Eco-Relational approach  5. Applying the Eco-Relational Approach: Class Size Effects and Classroom Processes. 6. Applying the Eco-Relational Approach: within Class Groups and Group Work 7. Applying the Eco-Relational Approach: The Classroom Experiences of Pupils with SEND  Section 3. Realising the Eco-Relational Approach: The SPRinG Collaborative Group Work Project  8. Realising the Eco-Relational Approach: The SPRinG Collaborative Group Work Project 9. The Eco-relational Approach: Some Conclusions and Implications

Über Autor(innen)

Peter Blatchford is Emeritus Professor in Psychology and Education at the UCL Institute of Education, UK. His research interest is better understanding social and developmental processes in classroom settings. He directed large-scale research programmes on class size effects, the impact of support staff, grouping practices and collaborative group work, and the education of pupils with SEND in mainstream schools.