BACKGROUND Despite a long-running debate over the effects of class size differences on educational performance there is little evidence on the classroom processes that might be involved. AIMS The effects of class size differences are examined in relation to social and behavioural adjustment to school, in terms of two dimensions: attentiveness and peer relations. It was predicted that as class...

We employ a regression-discontinuity design to identify effects on educational attainment (years of education) of class size and the number of pupils per weekly teacher hour using administrative rules as instruments. We use a Danish administrative panel data set based on a 10% random sample of eight cohorts of pupils (and their parents). Restricting the sample to observations close to enrolment...

More substantive interaction between students and an instructor is associated with higher levels of student engagement. Substantive interaction between teachers and students consisted of presentation of information on academic content, monitoring of work, and feedback about performance. Most student-teacher interaction took place in a group setting, with only a small part of such interaction oc...