The justification for smaller classes has traditionally been that students can receive more individual attention and be provided with a curriculum that promotes student centred learning. However, in Asia where student engagement is generally over 90% in primary school classrooms, the focus of smaller classes is for teachers to increase the quality of their teaching, building on the already impressive levels of student engagement.

Learning to Teach Small Classes comprehensively instructs teachers on ways they can utilise the advantage of a smaller class to its fullest...

China's unprecedented urbanization is underpinned by not only massive rural-urban migration but also a household registration system embedded in a territorial hierarchy that produces lingering urban-rural duality. The mid-1990s onwards witnessed increasing reliance on land revenues by municipal governments, causing repeated redrawing of city boundaries to incorporate surrounding countryside. The identification of real estate as a growth anchor further fueled urban expansion. Sprawling commodity housing estates proliferate on urban-rural fringes, juxtaposed with historical villages...

Much debate, research and commentary about class sizes in schools is limited because of an exclusive concern with class size and pupil academic attainment, and a neglect of classroom processes, which might help explain class size effects (or lack of them). Very little is known about the central question: how can teachers make the most of class size changes? Much of the commentary on class size effects has focused on Western and English-speaking countries but there are promising developments elsewhere, particularly the 'Small Class Teaching' initiatives in East Asia in the past decade,...