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Peter Blatchford · Study

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Peter Blatchford

45 works· latest 2018· 3 institutionscluster: provisionalORCID 0000-0003-4511-5656

h-index44

i1045

Citations5,011

Works here45

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Most cited in this library

Toward a social pedagogy of classroom group work2003 · 344 citations
Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools2011 · 315 citations
The social context of school playground games: Sex and ethnic differences, and changes over time after entry to junior school2003 · 252 citations
Effects of class size and adaptive teaching competency on classroom processes and academic outcome2010 · 201 citations
Changes in grouping practices over primary and secondary school2003 · 166 citations

Works

45 shown

Class size, grouping practices and classroom management

International Journal of Educational Research·2018·2 authors·Open access

63citations

Young Children at School in the Inner City

Routledge eBooks·2017·5 authors·book

76citations

The challenges of implementing group work in primary school classrooms and including pupils with special educational needs

Education 3-13·2014·3 authors·Open access

90citations

Worlds apart? The nature and quality of the educational experiences of pupils with a statement for special educational needs in mainstream primary schools

British Educational Research Journal·2014·2 authors

94citations

The educational experiences of pupils with a Statement for special educational needs in mainstream primary schools: results from a systematic observation study

European Journal of Special Needs Education·2013·2 authors

80citations

Reassessing the Impact of Teaching Assistants

Routledge eBooks

·2012

·3 authors

·book

132citations

Reassessing the Impact of Teaching Assistants: How research challenges practice and policy

UCL Discovery (University College London)·2012·3 authors·book

96citations

Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools

Learning and Instruction·2011·3 authors

315citations

Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons

Learning and Instruction·2011·3 authors·Open access

62citations

The wider pedagogical role of teaching assistants

School Leadership and Management·2011·6 authors

105citations

Double standards and first principles: framing teaching assistant support for pupils with special educational needs

European Journal of Special Needs Education·2010·6 authors

163citations

Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils

School Effectiveness and School Improvement·2010·5 authors

92citations

The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress

British Educational Research Journal·2010·6 authors

80citations

Effects of class size and adaptive teaching competency on classroom processes and academic outcome

Learning and Instruction·2010·2 authors

201citations

The effect of support staff on pupil engagement and individual attention

British Educational Research Journal·2009·4 authors

105citations

Improving pupil group work interaction and dialogue in primary classrooms: results from a year‐long intervention study

Cambridge Journal of Education·2009·3 authors

78citations

Promoting Effective Group Work in the Primary Classroom: A handbook for teachers and practitioners

LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas)·2008·3 authors·book·Open access

53citations

Improving the effectiveness of collaborative group work in primary schools: effects on science attainment

British Educational Research Journal·2007·3 authors

134citations

Pupil Grouping for Learning: Developing a Social Pedagogy of the Classroom

Springer eBooks·2007·3 authors·chapter

47citations

The effect of class size on the teaching of pupils aged 7 – 11 years

School Effectiveness and School Improvement·2007·5 authors·Open access

109citations

The role and effects of teaching assistants in English primary schools (Years 4 to 6) 2000–2003. Results from the Class Size and Pupil—Adult Ratios (CSPAR) KS2 Project

British Educational Research Journal·2007·5 authors·Open access

101citations

The effect of a new approach to group work on pupil-pupil and teacher-pupil interactions.

Journal of Educational Psychology·2006·5 authors

136citations

Teachers' and Pupils' Behavior in Large and Small Classes: A Systematic Observation Study of Pupils Aged 10 and 11 Years.

Journal of Educational Psychology·2005·3 authors

86citations

The effects of pupil grouping : literature review

Figshare·2005·4 authors·book

66citations

Predictors of writing competence in 4‐ to 7‐year‐old children

British Journal of Educational Psychology·2004·2 authors

107citations

A Short‐term Longitudinal Study of Children's Playground Games in Primary School: Implications for Adjustment to School and Social Adjustment in the USA and the UK

Social Development·2004·4 authors

91citations

The social context of school playground games: Sex and ethnic differences, and changes over time after entry to junior school

British Journal of Developmental Psychology·2003·3 authors

252citations

Are class size differences related to pupils' educational progress and classroom processes? findings from the institute of education class size study of children aged 5–7 years

British Educational Research Journal·2003·4 authors·Open access

133citations

The Class Size Debate: Is Small Better?

·2003·1 author·other

81citations

A systematic observational study of teachers’ and pupils’ behaviour in large and small classes

Learning and Instruction·2003·1 author

76citations

Class size, pupil attentiveness and peer relations

British Journal of Educational Psychology·2003·3 authors

79citations

Toward a social pedagogy of classroom group work

International Journal of Educational Research·2003·4 authors

344citations

Changes in grouping practices over primary and secondary school

International Journal of Educational Research·2003·3 authors

166citations

Pupil Groupings in Primary School Classrooms: Sites for learning and social pedagogy?

British Educational Research Journal·2002·3 authors

94citations

A Study of Class Size Effects in English School Reception Year Classes

British Educational Research Journal·2002·4 authors

87citations

Relationships Between Class Size and Teaching: A Multimethod Analysis of English Infant Schools

American Educational Research Journal·2002·4 authors·Open access

116citations

A Short-term Longitudinal Study of Children’s Playground Games Across the First Year of School: Implications for Social Competence and Adjustment to School

American Educational Research Journal·2002·4 authors

130citations

Teaching young children: perceived satisfaction and stress

Educational Research·2001·4 authors

103citations

The Child at School: Interactions with Peers and Teachers

·2000·3 authors

120citations

Class Size and Educational Achievement: a review of methodology with particular reference to study design[1]

British Educational Research Journal·1998·2 authors

86citations

Pupils’ views on school work and school from 7 to 16 years

Research Papers in Education·1996·1 author

66citations

The Issue of Class Size for Young Children in Schools: what can we learn from research?

Oxford Review of Education·1994·2 authors

121citations

Children's views on teasing and fighting in junior schools

Educational Research·1991·3 authors

105citations

Pre‐school Reading‐related Skills and Later Reading Achievement: further evidence

British Educational Research Journal·1990·2 authors

39citations

Associations between Preschool Reading Related Skills and later Reading Achievement

British Educational Research Journal·1987·5 authors

51citations