The experiences of regional and rural teachers supporting students on the autism spectrum in their classrooms often differ from those of their metropolitan counterparts. Interventions designed for metropolitan settings may not work the same way in regional and rural classrooms, and teachers outside major centres may encounter challenges in…

A consistent body of research shows that large classes have been perceived by teachers as an obstacle to deliver quality teaching. This large-scale study sought to investigate further those differential effects by asking 1,119 teachers from 321 K-12 schools in New South Wales (Australia) their perceptions of ideal class size for a variety of…

The current tertiary education climate in Australia and other Organisation for Economic Co-operation and Development (OECD) countries is one where class numbers are increasing and contact hours between students and teachers are reducing to keep them financially viable. In this context increasing pressure is being placed on teachers to essentially…

Staff and students at small regional campuses often consider them to be a learning environment with many advantages. Students can benefit from the opportunities for enhanced access to staff provided by factors such as small classes and a compact campus. International students from non-English-speaking backgrounds are one group for whom these…